GIFT  OF 

Summer  Session 


THE  PUBLIC  SCHOOLS 
SOCIAL  STUDIES  REPORT 


A  report  by  the  Director  of  Social  Studies  which 
represents  a  partial  curriculum— in  process  of 
evolution — for  Geography  and  History. 

WM.  JOHN  COOPER 

Director  of  Social  Studies. 


*    *  >  • 


Addendum  to  the 

SUPERINTENDENT'S  ANNUAL  REPORT 

1917-1918 
Oakland,  California. 


INTRODUCTION 

This  report  presents  a  partial  curriculum  in  the  Social  Subjects. 
It  represents  in  a  sort  of  pedagogical  cross  section  a  stage  in  the  evo- 
lution of  the  use  of  these  subjects,  not  as  ends  in  themselves  for  the 
sake  of  the  knowledge  to  be  gained,  but  as  means  of  development  and 
growth  on  the  part  of  the  young  citizen  of  a  re-vitalized  democracy 
working  in  the  social  environment  of  the  public  schools.  It  is  the  pro- 
duct of  the  classrooms  of  the  Oakland  schools.  Dozens,  even  hundreds, 
of  classroom  teachers  and  principals  have  contributed ;  to  list  all  of  them 
would  almost  represent  a  reprint  of  the  Oakland  school  directory  for 
the  year,  for  all  teachers  using  social  subjects  have  made  their  con- 
tribution. Special  committees  have  undertaken  portions  of  the  work 
as  special  co-operative  projects.  The  director — Mr.  Cooper — has 
been  the  leader  and  co-ordinater  and  chief  experimenter.  But  the 
whole  course  is  an  illustration  of  the  co-operative  and  inductive  plan 
of  curriculum  development — rather  than  of  the  plan  of  curriculum 
development  by  "divine  origin"  in  the  Superintendent's  Office.  Such 
a  course  is  never  complete,  never  static.  It  degenerates  into  the  deadly 
rut  of  mechanical  device  the  moment  it  becomes  so.  It  will  there- 
fore continue  to  grow  through  this  and  coming  years,  and  the  resource- 
fulness and  research  genius  of  Oakland  classroom  teachers  and  prin- 
cipals will  continue  to  weld  into  it  under  expert  leadership  as  in  the 
past  months.  Other  cross  section  stages  will  from  time  to  time  be 
printed. 

This  publication  appears  in  print  in  the  original  bulletin  form 
as  sent  out  to  the  teachers. 

Fred  M.  Hunter, 

Superintendent  of  Schools. 


OAKLAND  PUBLIC   SCHOOLS 


Superintendent's  Report  1917-1918 


The  course  of  study  in  social  subjects  as  printed  herewith  is  a 
part  of  the  Annual  Report  of  the  Superintendent  of  Schools. 
It  is  printed  thus  separately  to  make  it  more  convenient  for 
use  as  a  teachers'  manual. 

The  body  of  the  report  of  the  Superintendent  of  Schools  embodies 
the  following  features: 

Discussion  of  the  issues  and  objectives  in  public  education  now 
before  the  people  of  Oakland;  with  recommendations  of  a  pro- 
gram for  the  development  of  the  schools. 

Annual  Statistical  Report. 

Reports  of  Assistant  Superintendents  and  Secretary-Business 
Manager. 

Discussion  of  the  Committee  Plan  of  Work. 
Reports  of  Committees. 

Reports  of  Principals  and  Directors  and  Supervisors  of  Special 
Subjects. 

Report  of  the  Director  of  Reference  and  Research. 


GENERAL  CIRCULAR  NO.   1 

TO  PRINCIPALS  AND  TEACHERS: 

For  your  information  the  following  suggestions  are  submitted  con- 
cerning reference  books  for  the  various  grades  together  with  notes 
on  what  should  be  the  scope  of  each  course. 

A.  History  Work.- 

I.     THE  FIFTH  GRADE.     The  Story  of  the    Nation    (bi- 
ography). 

a.  Use  California  State  Text.    As  soon  as  old  Introductory 
History  is  used  up  obtain  from  superintendent's  office 
the  new  text  by  Mace — "Beginner's  History."     If  you 
have  old  texts,  try  to  get  one  copy  of  the  Mace  for  the 
teacher's  desk. 

b.  Reference  books — at  least  one  copy  of  each  of  as  many 
of  these  as  you  can  afford : 

1.  Gordy,  W.  F.,  American  Leaders  and  Heroes,  (Charles 
Scribner's  Sons — 60c). 

2.  Foote,  A.  E.  &  Skinner,  A.  W.,  Explorers  and  Founders 
of  America,    (American  Book  Co. — 60c). 

3.  Foote,  A.  E.  &  Skinner,  A.  W.,  Makers  and  Defenders 
of  America,  (American  Book  Co. — 60c) . 

4.  Tappan,  Eva  M.,  American  Hero  Stories,  (Houghton 
Mifflin  Co.— 55c). 

5.  Coe,  F.  E.,  Makers  of  the  Nation,  (American  Book 
Co.— 56c). 

6.  Coe,  F.  E.,  Founders  of  Our  Country,  (American  Book 
Co.— 50c). 

7.  Mace,  W.  H.,  History  Readers,  (Rand  McNally  Co). 

Book  I   .  ....35c. 

Book  II  „  35c. 

Book  III   .  ...35c. 

8.  Lawler,  T.  B.,  The  Story  of  Columbus  and  Magellan. 
(Ginn  &  Co.— 40c). 

Additional  titles  furnished  if  requested. 

c.  Course  of  Study. 

5 


LOW  FIFTH    —Follow  outlines  furnished  last  term. 

Complete  as  many  biographies  as  pos- 
sible. 

The  outlines  furnished  are  for  teachers' 
use  only. 

HIGH  FIFTH —Continue  low  fifth  work.  More  out- 
lines will  be  furnished  to  complete 
course. 

II.  THE  SIXTH  GRADE.    European  Beginnings  of  American 
History. 

a.  Text  book.    Have  enough  books  that  each  pupil  may  have 
a  copy.    It  is  recommended  that  choice  be  made  from : 
Bourne  &  Benton,  Introductory  American  History.    (D.  C. 
Heath  &  Co.— 60c). 

Mace  &  Tanner,  The  Story  of  Old  Europe  and  Young 

America.    (Rand  McNally  Co. — 65c). 

Hall,  Jennie,  Our  Ancestors  in  Europe.     (Silver  Burdett 

&  Co.— 65c). 

Other  books  may  be  used.    See  list  in  Course  of  Study. 

b.  For  teacher's  use,  get  Report  of  the  Committee  of  Eight 
on  History  in  the  Elementary  School.     (Charles  Scribner's 
Sons — 50c) .    This  gives  the  outline  the  teacher  is  to  follow. 

c.  Reference   books.     Get  at  least  one  copy  each  of  three 
books  listed  for  this  grade  not  used  as  the  text  in  your 
school  (see  Course  of  Study)  and  Benezet,  L.  B.,  The  Story 
of  the  Map  of  Europe.     (Scott  Foresman  &  Co. — 60c). 
(This  in  simple  form  gives  the  background  of  the  Great 
War). 

d.  Course  of  Study. 

LOW  SIXTH— To  the  Crusades.     (Committee  of  Eight 
Outline). 

HIGH  SIXTH— Finish  outline  in  Committee  of  Eight  for 
sixth  grade  including  discovery  and  exploration  of  America. 


III.    SEVENTHjGRADE.— The  United  States  to  1870. 

a.  Text:  McMaster  Brief  History  of  the  United  States. 
(California  State  Text). 

b.  Reference  Books.    Select  from: 

Bassett,  J.  S.,  Plain  Story  of  American   History.      (Mac- 

Millan  Co.— $1.00). 

Mace,  W.  H.  School  History  of  the  United  States.    (Rand 

McNally&Co.— $1.00). 

Forman,  S.   E.,  A  History  of  the  United  States.     (The 

Century  Co.— $1.00). 

Redway,   J.   W.,   The   Redway  School   History.      (Silver 

Burdett  &  Co.— $1.00). 

Bourne  &  Benton,  History  of  the  United  States,  (D.  C. 

Heath  &  Co.— $1.00). 

Thwaites  &   Kendall,   A   History  of  the   United  States, 

(Houghton  Mifflin  Co.— $1.00). 

Foster,  E.  G.,  A  History  of  the  United  States,    (Topeka, 

Kansas,  Historical  Publishing  Co. — $1.00). 

Woodburn  &  Moran,  Elementary  American  History  and 

Government,  (Longmans,  Green  &  Co. — $1.00). 

Gordy,   W.    F.,  A  History  of  the  United  States   (Chas. 

Scribner's  Sons— $1.00). 

Also  get  Stevenson,  Augusta,  Dramatized  Scenes  from 
American  History  (Houghton  Mifflin  Company). 

c.  For  the  teacher's  use — Bliss,  W.  F.  History  in  the  Ele- 
mentary Schools.  (American  Book  Company — 80c). 

Also  Wayland,  J.  W.,  How  to  Teach  American  History. 
(Macmillan  Co.— $1.10). 

d.  Course  of  Study. 

LOW  SEVENTH— From  beginning  of  English  settlement 
to  administration  of  Washington,  1789 — pages  33-209, 
Omit  the  following : 

1.  From  the  middle  of  page  35  to  the  bottom  of  page  39. 

2.  Maine  and  New  Hampshire  on  page  60. 

3.  From  the  middle  of  page  71  to  middle  of  page  74. 

4.  New  Jersey  on  pages  78  and  79. 

7 


5.  Carolinas  on  pages  82,  83,  84,  and  85. 

6.  Chapter  X. 

7.  Chapter  XI  to  Quebec  on  page  140. 

8.  Details   of  the   provinces   of   Quebec   and   East   and 
West  Florida,  page  143. 

9.  Treat  Chapter  XV  as  a  series  of  reports. 

HIGH  SEVENTH— (In  general  pages  210  to  392).  From 
Washington  through  Reconstruction.  Omit  the  following: 

1.  Pages  246  and  247. 

2.  Chapter  XX.     Read  military  events  with  books  open 
and  use  maps. 

3.  Omit  pages  296  to  299. 

4.  Omit  Webster  Ashburton  Treaty  pages  316-7. 

5.  Study  pages  320-322  and  Chapters  XXVIII,  XXIX 
and  XXX  with  books  open  and  use  maps. 

NOTE:  In  reading  about  campaigns  endeavor  to  show  connection 
with  the  geography.  Lay  stress  on  the  location.  Also  supplement  such 
a  battle  as  Gettysburg  in  order  to  leave  a  vivid  impression  of  the  struggle. 

IV.  EIGHTH  GRADE.  Teachers  should  continue  until 
January  much  as  heretofore,  but  begin  organizing  the  work 
by  problems  rather  than  by  years  or  administrations;  for  example, 
The  Tariff  Problem.  Of  course,  it  will  be  necessary  for  this  to 
continue  from  where  the  high  seventh  left  off  last  term. 

HIGH  EIGHTH  GRADE.  Continue  with  the  Civics  Book 
as  heretofore,  supplementing  with  topics  of  local  concern 
"to  socialize"  the  work.  A  topic  like  "The  Appearance  of 
Vacant  Lots  in  the  Community"  can  be  so  worked  up  and 
contributed  to  by  all  the  members  of  the  class  as  to  make  an 
interesting  and  valuable  civics  lesson.  Each  teacher  should 
obtain  for  herself,  if  she  has  not  already  done  so,  "The 
Teaching  of  Community  Civics,"  being  Bulletin  of  the 
United  States  Bureau  of  Education,  1915,  No.  23.  Send 
ten  cents  to  the  Superintendent  of  Documents,  Washington, 
D.C. 

Detailed  instructions  on  Civics  will  be  issued  next  year. 

8 


Geography  Work.  The  re-organized  course  in  Geography 
will  start  at  two  points,  the  low  fifth  and  the  low  seventh.  It 
is  planned  to  put  the  new  course  into  the  fifth  and  seventh  grades 
during  this  school  year,  and  into  the  sixth  and  eighth  grades  during 
next  year.  Teachers'  meetings  in  both  low  fifth  and  low  seventh 
have  been  held,  and  outlines  will  be  forth-coming  as  rapidly  as 
they  can  be  prepared  and  issued. 

I.  LOW  FIFTH  GRADE.  The  new  course  is  concerned  with 
North  America  (physical),  and  California.  In  view  of  the  fact 
that  these  pupils  have  just  gone  over  North  America  in  the  high 
fourth  under  the  old  plan,  a  rapid  review  may  be  taken.  Then 
they  should  begin  the  study  of  California.  As  the  high  fifths 
are  now  studying  California  under  the  old  plan,  the  two  classes 
may  be  taught  together  for  this  semester. 

a.  Text.    Use  both  state  text  books  for  such  material  as  they 
contain,  and  supplement  with  local  and  recent  material. 

b.  Reference  Books. 

Fairbanks,  H.  W.,  The  Geography  of  California,  (Whitaker 

&Ray  WigginCo). 

N.  S.  Shaler,  The  Story  of  our  Continent,    (Ginn  &  Co. 

— 75c).    For  Teacher's  use  only. 

Dodge,  R.  E.,  A  Reader  in  Physical  Geography,  (Longmans, 
Green  &  Co. — 70c).    For  Teacher's  use  only. 
Winslow,  I.  O.,  The  United  States,  (D.  C.  Heath  Geography 
Series  II.— 50c). 

Chase,  A.  and  Clow,  E.,  Stories  of  Industry,  Volumes  I  and 
II,  (Educational  Publishing  Co. — 60c  each). 
Chamberlain,  T:  F.   Geographical  Readers  (Macmillah  Co. 

-40ceach).    I.  HOW  WE  ARE  CLOTHED. 
II.  HOW  WE  ARE  FED. 

III.  HOW  WE  ARE  SHELTERED. 

IV.  HOW  WE  TRAVEL. 

Tappan,   Eva,   M.,   The    Industrial  Readers   (Houghton, 
Mifflin  Co.— 50c  each). 

Book      I.     The  Farmer  and  his  Friends. 

II.     Diggers  in  the  Earth. 
"      III.     Makers  of  Many  Things. 
"       IV.     Travelers  and  Traveling. 

9 


Sutherland,  W.  J.  and  Sanford,  C.  M.,  Practical  Exercises 
in  Geography.    Book  I.,  (Silver  Burdett  &  Co. — 60c). 

II.     SIXTH  GRADE. 

a.  Keep  Low  Sixth  grade  as  heretofore. 

b.  Let  High  Sixth  grade  follow  work  laid  out  in  old  manual 
for  Low  Seventh  (i.  e.  Africa,  Asia,  Australia). 

III.  SEVENTH  GRADE.  Low  seventh  pupils  begin  on  new 
course  as  soon  as  topic  now  discussed  is  completed.  Subject:  The 
United  States  in  its  Relation  to  other  American  Countries. 

a.  Textbook.     Use  Advanced  Geography  as  guide  to  maps 
and  locational  work. 

b.  References: 

Keller,  A.  G.  &  Bishop,  A.  L.,  Commercial  and  Industrial 

Geography  (Ginn  &  Co.— $1.00). 

Dryer,  C.  R.,  Elementary  Economic  Geography,  (A.  B.  C. 

—$1.28). 

Allen,  N.  B.,  Industrial  Studies,  United  States,   (Ginn  & 

Co.— 65c);  Europe,  (Ginn  &  Co.,  80c). 

Chamberlain,   The   Continents   and  Their  People,   North 

America,  (Macmillan  Co. — 55c) ;  Europe,   (Macmillan  Co. 

— 55c). 

Rocheleau,  W.  F.,  Geography  of  Commerce  and  Industry 

(Educational  Publishing  Co.— $1.00). 

Blaich,  L.  R.,  Three  Industrial  Nations,  (American  Book 

Company — 64c) . 

Carpenter,    F.  G.,  Readers  on    Commerce    and  Industry, 

(American  Book  Company) . 

"How  the  World  is  Fed"— 60c. 

"How  the  World  is  Clothed"— 60c. 

"How  the  World  is  Housed"— 60c. 

Johnson,  Clifton,  New  England,  A  Human  Interest  Geo- 
graphical Reader  (Macmillan  Company) . 
Winslow,  I.  O.,  Geography  Readers,  III,  "Our  American 
Neighbors."  (D.  C.  Heath  Company— 50c) . 

10 


Hotchkiss,  Caroline,  " Representative  Cities  of  the  United 
States,"  (Houghton  Mifflin  Company). 

c.    High  Seventh  pupils  continue  with  old  course  until  January, 
1918. 

IV.     EIGHTH  GRADE. 

Continue  with  old  course  until  next  August. 
Teachers'  Books  in  Geography. 

Dodge  &  Kirchwey.    The  Teaching  of  Geography  in  Element- 

tary  Schools,  (Rand  McNally  &  Company— $1.00). 

Holtz,  F.  L.,  Principles  and  Methods  of  Teaching  Geography. 

(Macmillan  Company — $1.10). 

Sutherland,  W.  J.,  The  Teaching  of  Geography  (Scott  Forsman 

Company— $1.25). 

Wiswell,  Leon  O.,  Globes  and  Maps  in  the  Elementary  Scheols, 

(Rand  McNally  Company — 50c). 

A.  Motivation  Suggestions. 

I.  A  successful  teacher  in  one  of  our  schools  in  the  industrial 
districts  has  made  a  chart  showing,  for  each  pupil,  name  of  pupil, 
and  occupation  of  father,  of  mother  (if  working  in  industries)  and 
of  other  near  relatives.    This  list  enables  her  to  call  on  the  right 
pupil  to  introduce  a  topic  in  geography.    NOTE:  The  Director  will 
endeavor  to  serve  as  a  clearing  house  for  ideas  and  suggestions,  that 
all  may  profit  by  the  experiences  of  each. 

II.  Dramatization  as  a  motivation  force  in  History.    See  Wilson 
&  Wilson  "Motivation  of  School  Work"  pp.  109-117. 

Useful  books  of  Historical  Plays  for  the  fifth  grade  are : 

1.  Bird,  Grace  E.  &  Starling,  Maud,  "Historical  Plays  for 
Children"  (Macmillan  Company — 40c). 

2.  Tucker,  Louise  E.  &  Ryan,  Estelle  L.,  "Historical  Plays  of 
Colonial  Days"  (Longmans,  Green  &  Company — 50c). 
Stevenson,  Augusta,  "Dramatized  Scenes  from  American 
History"  (Houghton  Mifflin  Company)  is  best  for  the  sev- 
enth grade. 

III.  Handwork,  as  a  motive  force.    See: 

11 


1.  Dynes,  Sarah  A.,  "Socializing  the  Child"   (Silver  Burdett 
&  Co.— $1.00)  Chapter  III.  (Intended  for  grades  1,  2,  and  3, 
but  suggestive). 

2.  Dobbs,   Ella  V.,  "Illustrative  Handwork  for  Elementary 
School   Subjects"    (Macmillan   Co.)      Especially   Chapter 
IV.  and  pages  156-161. 

Miss  Louise  Kidder  of  the  McKinley  School,  Berkeley 
(Dwight  Way  just  west  of  Telegraph  Ave.)  has  an  excellent 
exhibit  of  handwork  done  by  her  pupils  in  history.  It  is 
very  worth  a  visit  and  Miss  Kidder  is  most  generous  of  her 
time  and  energy  in  helping  other  teachers. 

IV.    Problems  as  a  motive  force  will  be  treated  in  introduction 
to  low  fifth  history  outlines  when  new  series  is  issued. 

B.  Seventh  Grade,  biography  Desk  Book.    Through  oversight  Brigham 

&  McFarlane,  "Essentials  in  Geography"  Second  Book  (American 
Book  Co.  — $1.24)  was  omitted  from  the  list  in  General  Circular 
No.  1. 

C.  Prize  Essay :  A  first  prize  of  $75,  a  second  prize  of  $25,  and  five 
third  prizes  of  $10  each  are  offered  to  teachers  of  the  Elementary 
Schools  of  California  for  essays  on  "Why  the  United  States  is  at 
War."    Essays  are  not  to  exceed  3000  words,  to  be  based  on  current 
history  as  far  as  possible,  and  written  in  a  style  to  interest  Elemen- 
tary School  pupils.    Essays  are  due  in  Washington  Jan.  1. 

I.  Teachers  of  fifth  grade  geography  whose  schools  are  not  too 
far  removed  from  the  center  of  the  city  may  be  able  to  give  purpose 
to  their  work  by  introducing  it  with  a  class  visit  to  the  headquarters 
of  the  Publicity  Commissioners  of  Alameda  County  on  13th  and 
Harrison  Streets  opposite  the  Hotel  Oakland.  Mr.  Stearn,  in  charge 
of  this  exhibit,  is  very  generous  of  his  time  and  energies  in  assisting 
teachers  and  pupils.    Alameda  County  represents  many  of  the  in- 
dustries and  resources  of  the  state,  and,  therefore,  offers  a  good 
starting  point.    Moreover,  some  knowledge  of  this  work  has  already 
been  acquired  in  the  fourth  grade,  and  you  can  build  upon  the 
child's  previous  knowledge  and  experience.     Other  regions  of  the 
state  can  be  compared  with  the  local  region. 

II.  It  has  been  necessary  in  preparing  these  circulars  to  work 
on  the  most  pressing  problems  first.    Greatest  attention  has  there- 

12 


fore  been  given  to  the  7A  geography.  As  circulars  reach  you, 
especially  on  5 A  geography  and  5B  history,  they  may  treat  of 
topics  you  have  already  covered  or  may  plan  on  covering  in  a 
different  way.  You  are  urged,  therefore,  to  use  these  circulars 
with  great  discretion  this  term.  Do  not  feel  that  you  are  to  over- 
turn a  carefully  worked  out  plan  of  your  own  in  order  to  try  the 
plan  indicated. 

III.  Inquiries  still  come  in  about  sixth  grade  history    outlines, 
probably  due  to  the  fact  that  some  of  the  present  sixth  grade 
teachers  were  promoted  with  their  classes,  and  last  year  did  not 
learn  of  the  plan  of  work  in  the  sixth  grade.    No  outlines  are  sent 
you  on  this  work  because  the  outline  provided  in  the  Report  of  the 
Committee  of  Eight  on  the  Study  of  History  in  the  Elementary 
Schools  pp.  22-47  is  very  satisfactory.    If  possible,  a  copy  should  be 
on  the  desk  of  each  sixth  grade  history  teacher.    For  the  text-books 
in  the  hands  of  the  pupils  and  references  books  see  General  Cir- 
cular No.  1. 

IV.  The  seventh  grade  geography  outlines  are  being  issued  as 
rapidly  as  possible.     Complete  outlines  on  wheat,  fisheries,  and 
coffee  went  to  the  teachers  on  or  before  September  20.    Questions 
have  arisen  as  to  how  much  time  should  be  spent  on  wheat.    For 
your  information  the  topics  that  the  Social  Studies  Committee  has 
agreed  upon  for  this  term  are  wheat,  fisheries,  coffee,  cotton,  wool, 
rubber,  cattle  and  lumber.    Sugar  may  be  added.    At  the  beginning 
of  next  semester  (or  perhaps  before  the  close  of  this  semester)  a 
meeting  of  teachers  will  be  called  at  which  time  you  will  be  asked 
to  express  an  opinion  on  the  amount  of  time  each  of  these  topics 
should  receive.     Will  you  please,  therefore,  study  the  situation 
that  you  may  make  a  positive  contribution  to  this  discussion. 
Furthermore,  will  you  please  feel  free  to  criticise  the  material  that 
is  reaching  you.    I  was  delighted  to  find  on  my  desk  the  other  day 
a  very  well-prepared  article  by  a  seventh  grade  girl  on  "Wheat." 
There  seems  to  be  no   question  but  that  the   application  of  Dr. 
McMurry's   Elementary  School   Standards   would   have   given   a 
100%  answer  in  this  case. 


13 


Extracts  from  the  report  of    the  Director  of    Social  Studies  to  the 
Superintendent : 

During  the  fall  semester  attention  was  given  to :  a,  General  directions 
on  the  work  of  the  year  together  with  book  list  (General  Circular  No. 
1-see  Appendix  A) ;  b,  a  revision  of  the  5th  grade  course  in  history  out- 
lined last  year;  c,  the  outlining  of  a  5A  geography  course;  d,  the  outlining 
of  a  7 A  geography  course.  During  the  Spring  semester,  three  courses 
have  been  worked  out  in  detail:  a,  the  5B  geography  course;  b,  the  7B 
geography  course;  c,  the  8A  history  course. 

A.  Class  Room  Supervision. 

The  actual  class  room  supervision  has  been  devoted  largely  in  class 
room  teaching.  It  has  seemed  wise  for  the  Director  to  actually 
teach  classes  for  teachers  in  order  to  show  in  a  concrete  way  methods 
of  approach  and  points  to  be  emphasized.  Many  teachers  have 
had  drilled  into  them  so  long  the  idea  that  pupils  must  memorize 
facts  set  forth  in  a  textbook,  that  a  method  of  teaching  having  in 
view  results  indicated  by  McMurry's  Elementary  School  Standards 
has  not  been  easy  of  realization.  In  some  cases  the  Director  has 
listened  to  excellent  recitations,  giving  praise  where  due,  and  in 
a  few  cases  recitations  have  been  recorded  by  a  stenotype  reporter. 

B.  Meetings  with  Teachers. 

Teachers'  meetings  have  been  called  only  when  absolutely  neces- 
sary. These  meetings  are  valuable,  (1)  for  the  purpose  of  getting 
teachers  in  step  with  the  policies  of  the  administration;  (2)  for  ex- 
changing views,  and,  (3)  for  giving  an  opportunity  for  the  expression 
of  criticism  on  the  plans  already  put  forth.  Teachers  have  come 
willingly  to  the  meetings  called  and  have  co-operated  in  a  most 
helpful  spirit. 

C.  Survey  of  the  Elementary  School  courses  prepared  during  the  Year. 
1.  Geography. 

The  geography  course  involves  a  study  of  man  in  relation  to  his 
environment,  so  divided  that  the  so-called  "first  time  over"  treats 
primarily  of  the  physical  environment  and  its  effect  on  man  while 
the  "second  time  over"  treats  rather  of  man's  modification  of  his 
surroundings.  This  does  not  imply  a  hard  and  fast  line  of  division 
but  is  set  forth  as  a  general  guiding  principle. 

In  studying  the  physical  environment  the  home  region  is  taken 

14 


first.  California  geography  occupies  the  5A  semester;  the  United 
States  5B;  Europe,  6A,  and  the  rest  of  the  world,  6B.  This  time 
allotment  is  justified  by  such  studies  as  that  made  by  Dr.  Bagley 
(14th  Year  Book  of  the  National  Society  for  the  Study  of  Education, 
page  135).  The  problem  method  has  been  generally  pursued  in  this 
study.  The  5A  course  consists  of  an  introductory  group  of  problems 
on  North  America  to  show  position  of  California.  The  California 
geography  is  then  grouped  about  eleven  problems  beginning  with 
the  Bay  Region  and  working  out  over  the  State  in  a  way  to  connect 
other  sections  of  the  State  with  the  interests  of  Oakland  children 
(See  Appendix  B).  In  like  manner  the  5B  geography  consists  of 
eleven  studies  based  upon  the  physical  regions  of  the  United  States 
largely  as  indicated  in  Tarr  &  McMurry,  Advanced  Geography 
(State  Text  Book)  figure  43,  and  as  outlined  in  Sutherland  &  San- 
ford,  Practical  Exercises  in  Geography,  Book  I.  The  order  of  treat- 
ment, however,  has  been  changed  in  a  way  to  work  from  the  local 
region  outward,  the  first  study  being  on  the  Great  Basin,  and  the 
last  on  the  New  England  Highlands.  (Appendix  C).  An  endeavor 
has  been  made  to  make  as  much  use  as  possible  of  the  State  Text 
books,  although  these  are  very  poorly  adapted  to  our  needs.  Good 
atlases  and  geographical  readers  would  be  more  suitable. 

The  second  course  in  geography  begins  with  the  7A  grade  and  ex- 
tends through  the  8A.  The  commercial  and  industrial  activities  of 
man  form  the  center  of  study.  It  is  our  aim  to  connect  up  all  the 
industries  and  commercial  enterprises  of  our  people  with  the  needs 
of  the  individual  student  and  let  him  learn  whether  these  needs 
are  supplied  by  our  own  people,  or  people  living  in  other  lands,  or 
whether  the  two  are  in  competition  with  one  another  to  supply 
his  wants.  Much  economics  and  vocational  information  are 
indirectly  taught. 

In  the  7A  course  the  United  States  and  its  relation  to  other  Amer- 
ican Countries  is  the  general  topic.  The  industries  studied  involve 
the  whole  world  but  the  geography  of  the  Americas  is  to  be  given 
more  detailed  consideration.  The  topics  outlined  are:  1.  Wheat, 
2.  Fish,  3.  Coffee,  4.  Cotton,  5.  Wool,  6.  Cyclones  and  Weather 
Conditions  in  the  Mississippi  Valley  (Optional),  7.  Rubber,  8. 
Lumber,  9.  Cacao  (Optional),  10.  Our  Relations  with  Other  Amer- 
ican Peoples,  including  consideration  of  their  languages  and  gov- 
ernments, the  Panama  Canal  and  the  work  of  the  Pan  American 
Union.  It  will  be  noted  that  most  of  these  do  not  involve  a  study 
of  complicated  manufacturing  processes;  that  they  concern  rather 

15 


large  geographical  areas  and  that  they  alternate  climatic  regions 
and  in  this  way  one  study  will  furnish  a  review  of  places  involved 
in  a  former  study .  (See  Appendix  D). 

The  7B  course  considers  the  United  States  particularly  in  its 
relation  to  European  countries  taking  up  more  complicated  in- 
dustries and  activities  involving  European  labor  conditions  as 
compared  with  American  conditions.  The  topics  for  this  semester 
are  as  follows:  1.  Sugar,  2.  Flax,  3.  Leather  Products,  4.  Coal, 
5.  Iron,  6.  Copper,  7.  Chinaware  and  Pottery  (Optional),  8.  Lace 
(Optional),  9.  Subtropical  Fruits  of  Southern  Europe,  10.  Chemical 
and  Dye  Industry  (Optional),  11.  Shipping  and  Atlantic  Trade 
Routes.  (See  Appendix  E). 

The  8 A  course,  which  is  yet  to  be  outlined,  is  to  cover  the  Pacific 
Coast  in  its  relation  to  the  oriental  countries. 

2.  History. 

The  history  course  for  the  fifth  grade  consists  chiefly 
of  biographical  studies.  The  characters  selected  are  prom- 
inent in  the  development  of  American  ideals  and  it  is  hoped  to 
inculcate  certain  fundamental  American  principles  in  connection 
with  their  study.  The  5A  course  is  a  revision  of  outlines  previously 
issued.  (See  Appendix  F).  It  involves  the  biographical  studies 
through  the  colonial  period.  The  5B  course  involves  the  Revolu- 
tionary heroes,  and  also  Jefferson,  Jackson  and  Lincoln.  (See  Ap- 
pendix G). 

The  7th  grade  history  is  so  far  merely  an  adaptation  of  the  State 
textbook  through  the  Civil  War  period.  In  the  7A  course  the  Di- 
rector has  advised  teachers  at  meetings  to  group  the  work  around 
the  study  of  four  main  problems: — 

1.  Why  white  men  instead  of  red  men  live  in  America? 

2.  Why  do  these  white  men  speak  English  rather  than  Dutch, 
French,  Spanish,  Swedish,  or  Portuguese? 

3.  Why  do  these  English  speaking  people  not  have  the  English 
flag  flying  over  their  school  houses  and  other  public  buildings? 

4.  Why  do  we  have  one  flag  and  one  government  rather  than 
thirteen  flags  and  thirteen  governments? 

The  7B  work  has  not  been  developed  so  satisfactorily.    Teachers 

16 


are  trying  out  such  topics  as:  (1)  Why  our  country  has  increased 
without  dividing  into  two  or  more  sections,  and  (2)  Why  we  de- 
cided to  do  away  with  slave  labor.  Moreover,  teachers  have  been 
given  permission  to  experiment  by  beginning  the  8A  topics  in  the  7B 
term  if  they  wish.  No  report  on  these  experiments  has  been  asked 
for  as  yet. 

The  8A  course  embraces  an  industrial  history  of  the  American 
people.  For  the  purpose  of  furnishing  background  for  contempor- 
ary history  and  reviewing  the  essentials  in  the  earlier  period,  study 
is  grouped  around. the  following  topics:  1.  The  Expansion  of  the 
United  States,  2.  Population,  3.  Immigration,  4.  Development  of 
American  Agriculture,  5.  Transportation  in  the  United  States, 
6.  The  Development  of  Manufacturing  in  the  United  Stares,  7. 
The  Trust  Problem,  8.  Capital,  Labor  and  Management.  (See 
Appendix  H). 

D.  Co-operation  with  the  Committee  of  the  High   School  Teacher's 
Club. 

The  Director  met  with  the  sub-committee  on  History  February 
13,  1918  and  explained  fully  the  Social  Studies  Course  in  the  grade 
schools.  He  declined  at  that  time  to  comment  on  the  high  school 
course  but  participated  as  a  member  of  general  meetings  of  all  the 
high  school  history  teachers  on  April  10th,  17th,  .and  24th.  He 
frequently  conferred  with  Mr.  Granger,  chairman  of  the  sub-com- 
mittee and  at  Mr.  Granger's  request  helped  outline  a  number  of  the 
courses  agreed  upon  at  the  final  conference.  The  work  done  on  the 
high  school  curriculum  therefore  has  been  merely  in  the  nature  of 
co-operation  when  assistance  was  requested. 

E.  The  Technical  High  School. 

1 .  The  Social  Problems  Course. 

A  new  course  entitled  Social  Problems,  (J^  year  elective)  open 
to  advanced  students  only,  has  been  tried  out  during  the  two 
semesters.  It  has  worked  very  well.  The  class  has  managed  its 
own  affairs  to  a  large  extent.  Recitations  have  taken  the  nature  of 
general  discussions  of  topics  which  are  treated  in  the  textbook.  No 
mark  is  given  on  these  recitations,  but  each  pupil  reports  at  the 
end  of  each  quarter  the  dates  on  which  he  participated  in  discus- 
sions. During  each  quarter  at  least  two  papers  are  required  on 
topics  involved  in  the  discussions.  The  general  scope  of  the  course 

17 


is  indicated  by  Towne's  Social  Problems,  which  is  used  as  the  text- 
book. Class  excursions  to  the  State  School  for  the  education  of  the 
blind  and  deaf  in  Berkeley  and  to  sessions  of  the  Railroad  Commis- 
sion in  San  Francisco  have  been  made.  Individuals  and  committees 
have  visited  and  reported  on  the  work  of  the  Salvation  Army, 
Associated  Charities,  Municipal  Wood  Yard,  etc.  At  this  writing 
the  class  is  working  on  the  topic:  "Why  Freshmen  Leave  the  Tech- 
nical High  School."  Each  pupil  is  looking  up  three  or  four  pupils 
whose  names  have  been  furnished  by  the  vice-principals. 

2.  The  courses  in  Economics  have  developed  very  well,  the  ad- 
vanced course  being  taken  chiefly  by  boys,  as  might  be  expected. 

3.  The  new  course  in  European  History  has  been  developed  in 
all  its  branches.     The  19th  century  course  has  been  handled  by 
Miss  Keefe  who  has  done  very  good  work.     During  the  present 
semester  Harding's  Outline  of  the  Causes  of  the  European  War, 
which  consists  of  forty  large  pages  published  by  the  McKinley 
Publishing    Company  has  been  purchased  by  each  pupil  in  get- 
ting a  background  for  study  of  the  War. 

4.  A  class  in  Current  History  has  been  conducted  for  pupils 
who  found  it  difficult  to  fit  into  other  work,  and  has  been  virtually 
a  running  course  in  governmental  policies  regarding  food  and  fuel 
and  the  progress  of  the  War. 

5.  The  United  States  Lessons  in  Community  Life  have  been 
handled  by  the  English  Department  since  only  a  part  of  the  students 
take  history. 

F.    The  Work  for  Next  Year. 

During  the  next  school  year  the  Director's  attention  should  be 
given  (1)  In  the  fall  semester,  (a)  to  work  out  the  geography  of 
Europe  for  the  6A  grade.  The  geography  of  the  War  should  furnish 
the  chief  approach  with  such  groupings  as  (1)  the  British  Isles; 
(2)  Spain  and  Portugal;  (3)  France,  Belgium  and  possibly  Italy; 
(4)  Central  Europe,  particularly  the  Teutonic  portions;  (5)  the 
Balkan  States  and  Greece;  (6)  Switzerland,  Italy  and  the  Medit- 
erranean Islands;  (7)  Russia,  and  the  Scandinavian  Peninsula.  Em- 
phasis should  be  upon  the  nations  associated  with  the  United  States, 
(b)  8A  Geography  on  the  general  topic,  the  Pacific  Coast  in  rela- 
tion with  the  Orient,  grouped  about  industrial  topics  and  the  ship- 
ping and  trade  routes  of  the  Pacific  Ocean.  Emphasis  should  be 

18 


upon  the  geography  of  Japan  and  China  with  enough  attention  to 
conditions  in  India  to  explain  Hindu  immigration  to  North  America. 
(c)  The  8B  Civics:  This  should  be  a  real  course  in  Community 
Civics  taking  in  portions  of  the  hygiene  that  concern  the  public 
health.  Such  topics  as  the  streets,  fire  department,  police  depart- 
ment and  public  buildings  should  be  treated  in  the  light  of  their 
history,  present  condition  and  future  possibilities.  This  necessi- 
tates working  out  the  history  of  the  local  region  and  making  use  of 
the  Hegermann  report. 

2.  During  the  Spring  semester;  the  6B  Geography  should  be 
worked  out  on  the  basis  of  large  geographic  areas,  Asia  and  Africa 
being  treated  together,  for  part  of  this  work,  and  all  courses  should 
be  revised  for  printing.    (See  Topic  J  below) . 

3.  Assistance  should  be  given  committees  of  the  high  school 
teachers  in  preparing  syllabi. 

4.  Development  of  courses  in  citizenship  and  Americanization  to 
meet  special  needs.    (See  Topic  K  below.) 

5.  Preparing  outline  maps.    (See  Topic  M  below). 

G.    Americanization  and  Citizenship. 

In  the  schools  attended  largely  by  children  of  foreign  born  parents, 
Americanization  is  one  of  the  big  problems,  and  one  not  met  by 
civics  in  the  commonly  accepted  sense  of  the  term.  An  interest  in 
and  enthusiasm  for  American  ideals  may  be  successfully  taught 
through  American  History.  The  problem  (so  far  as  Social  Studies 
are  concerned)  is  one  of  selection  and  emphasis  rather  than  one  of 
scope.  It  is  not  advisable  even  to  eliminate  European  History  from 
the  sixth  grade,  but  rather  to  emphasize  more  than  do  teachers  in  oth- 
er schools  the  fact  that  American  History  is  an  outgrowth  of  Euro- 
pean History;  that  the  people  who  came  to  America  came  for  greater 
economic  opportunity  and  in  search  of  religious  and  political  free- 
dom; that  we  are  seeking  to  build  up  our  own  civilization  upon  the 
best  and  most  progressive  elements  that  all  Europe  has  to  contrib- 
ute. This  is  "the  land  where  hatred  expires." 

In  the  schools,  however,  which  minister  to  a  population  largely 
of  foreign  born  parents,  afternoon  and  evening  classes  should  be 
held  for  the  adult  population  with  a  view  of  informing  them  of 
the  underlying  principles  of  American  democracy.  Upon  inquiry  I 
am  able  to  ascertain  the  percentage  of  persons  of  foreign  birth  in  these 

19 


communities,  but  have  been  unable  to  find  any  record  of  the  number 
who  are  naturalized  and  number  who  are  not  naturalized.  Two 
types  of  courses  should  be  given:  one,  for  those  who  are  not  nat- 
uralized, instructing  them  in  American  ideals  and  working  principles 
of  American  government  so  that  they  will  seek  naturalization  and  be 
well  enough  informed  to  pass  the  court  examination  for  admission 
to  citizenship ;  second,  courses  for  those  who  have  been  naturalized 
but  are  not  thoroughly  alive  to  the  responsibilities  they  have 
undertaken.  Some  of  them  may  be  among  what  Dr.  Suzzallo  calls 
"lost  Americans";  in  a  word,  they  correspond  to  what  the  good 
churchman  may  term  "backsliders." 

H.  Methods. 

The  Social  Studies  Courses  in  the  grades  are  well  adapted  to  the 
application  of  what  usually  passes  under  the  term  Socialized 
Recitation.  Many  of  the  teachers  have  been  highly  successful  in 
applying  this  very  democratic  method  of  conducting  recitations. 
It  has  added  interest  to  the  work;  it  has  developed  a  spirit  of  co- 
operation among  pupils;  it  has  succeeded  in  emphasizing  the  points 
of  most  vital  interest  to  the  pupils.  So  many  of  the  teachers  have 
been  so  successful  at  this  work  that  to  mention  their  names  in  this 
connection  might  be  doing  an  injustice  to  other  teachers  whose 
work  the  Director  has  not  seen  because  of  insufficient  time  and 
because  classes  are  held  at  an  hour  when  he  could  not  visit  them. 
However,  as  a  permanent  record  of  the  success  of  this  method  of 
instruction  a  stenotype  reporter,  Miss  Catherine  Irvan,  of  the 
Technical  High  School,  has  gone  with  the  Director  of  Social  Studies 
to  a  number  of  class  rooms  and  each  word  spoken  during  the  recita- 
tion by  teacher  or  pupil,  whether  correct  or  incorrect  has  been 
taken  down.  Transcripts  of  these  stenotype  records  in  Miss 
Irvan's  possession,  are  appended  hereto  and  made  a  part  of  this 
report.  To  anyone  interested,  they  show  the  Socialized  Recita- 
tion in  its  actual  operation,  revealing  its  strong  points  and  its 
defects.  Of  the  latter,  probably  the  chief  is  the  work  of  the  slow 
pupil.  Just  as  he  formerly  was  not  reached,  so  now  he  tends  to  be 
the  laggprd  in  doing  his  share.  It  is  the  personal  opinion  of  the 
Director,  however,  that  he  gets  at  least  as  much  as  he  did  under 
the  old  method,  and  he  must  now  realize  that  he  lags  behind  in  the 
race  not  because  of  his  failure  to  measure  up  to  the  teacher's 
standards,  but  because  of  his  failure  to  keep  step  with  the  pace  set 
by  his  own  fellows,  and  it  is  hoped  that  as  pupils  advance  from  the 
lower  grades  with  a  greater  familiarity  with  this  method  of  recita- 

20 


tion  work,  the  number  failing  to  participate  in  the  upper  grades 
will  be  conspicuously  less.    (See  Appendix  I). 

I.     Outline  Maps. 

The  insistence  upon  much  rapid  map  making,  especially  in 
geography,  led  to  the  appointment  of  a  committee  of  the  Principals' 
Club  to  find  some  solution  for  the  desk  map  question.  At  the  same 
time  Asst.  Supt.  Cox  called  a  meeting  of  the  high  school  history 
teachers  for  the  discussion  of  books  and  supplies.  In  discussing 
the  map  book  question,  this  meeting  selected  a  committee  to  meet 
with  the  Social  Studies  Committee  and  at  this  joint  meeting  the 
following  plan  was  adopted:  First,  that  the  department  should 
have  plates  engraved  and  print  its  own  desk  maps ;  second,  that  there 
should  be  sixteen  such  plates  made,  six  being  particularly  for  high 
school  use,  the  others  such  as  would  do  for  either  high  school  or 
grade  school  courses.  This  report  was  made  to  the  Principals' 
Club  and  approved  and  forwarded  to  Mr.  Cox  (Acting  Superintend- 
ent in  Mr.  Hunter's  absence).  Receiving  Mr.  Cox's  approval,  it 
came  to  the  Director  to  provide  outlines  for  such  maps.  Tracings 
are  now  complete  for  two  of  these  (California  and  the  United 
States)  and  work  is  progressing  on  the  others.  One  hundred  dollars 
has  been  asked  for  in  the  next  year's  budget  for  engraving  plates 
of  these  sixteen  maps. 

J.  The  Social  Studies  Committee,  appointed  by  the  Superintendent 
consisting  of  Principals  Greenwell,  Gilson  and  Wheeler,  and  class 
teachers,  Miss  Ogden,  Mrs.  Clark  and  Miss  Grubb  with  the  Director 
as  chairman  held  several  meetings  during  the  fall  term.  Their  ad- 
vice and  approval  was  had  upon  the  general  plan  of  each  course  of 
study  worked  out  during  the  past  year.  Their  helpful  suggestions 
and  cordial  cooperation  are  hereby  formally  acknowledged  and  the 
Director's  appreciation  expressed. 

It  would  be  unfair  to  close  this  report  without  acknowledging  the 
cooperation  of  the  entire  teaching  corps  with  whom  it  has  been 
my  pleasure  to  work.  I  can  say  that  there  has  been  no  exception. 
The  principals  of  the  schools  have  in  many  instances  gone  out  of 
their  way  and  taken  of  their  time  to  accompany  the  Director  in  his 
visits,  offer  suggestions,  and  express  their  frank  criticism.  The 
enthusiastic,  vigorous  support  of  the  policies  of  the  Director  by 
the  Superintendent  in  large  measure  accounts  for  the  success  of  the 
work  during  the  present  year,  and  is  gratefully  acknowlegded.  In 

21 


fact  it  is  impossible  to  measure  the  actual  progress  of  the  Social 
Studies  Course  as  such  during  the  past  year,because;  first  of  the  im- 
petus given  by  the  active  support  of  the  Superintendent,  and  second, 
the  enthusiasm  and  spirit  injected  into  the  work  through  the  War 
Work  activities  of  the  schools.  There  has  been  great  progress;  how 
much  is  due  to  these  two  factors  is  impossible  to  say,  but  their 
influence  has  been  very  great. 

W.  J.  C. 


22 


HISTORY  PLAN  GEOGRAPHY  PLAN 


To  be  in  effect  Grade  To  be  in  effect. 

I-IV.  Inch 

Fall   '17         Early  history  of  Oak-  Industrial    Groups.  Fall  '17 

and  land  and  Bay  region.  Common  physical  phe-  and 

Spring '18        What  our  City  does  for  nomena.    Types  of  Life        Spring '18 

us. — What  we  can  do  to  illustrating  controls  of 

Help  it.  of  heat,  moisture  and 

*  land  relief. 

5A 

Spring  '17        The  Nation  North  America  Fall  '17 

Explorers  (physical) 

Pioneers  California 


5B 


Fall  '17         The  Nation  United  States  Spring  '18 

Founders 
Development. 
Civil  War. 

6A 

Spring  '16        European  beginnings.  Eurasia  (physical)  Fall  '18 

Ancient  Europe 

Mediaeval 

6B 

Fall '16          European  beginnings.  Africa,  Australia,  South         Spring '19 

Early  Modern  America,  Asia 

(Age  of  Discovery) 

7A 

Spring  '17        United  States  to  1789        United  States  in  its  re-  Fall  '17 

lation  to  other   Amer- 
ican countries. 

7B 

Fall  '17         United  States  to  1870        United  States  in  its  re-        Spring  '18 

lation     to     European 
Countries. 

8A 

Spring  '18        History — Civics   Na-  Pacific  Coast  in  its  re-  Fall  '18 

tional  Problems  lation  to  the  Orient. 

8B 

Fall  '18          Civics  (Hygiene) 

State  and  Local 

23 


Social  Studies  Courses  in  Oakland  High  Schools,  1917. 


Course  Grade 

European  History  Plan  A — (Committee  of  Seven) 
I.    Ancient  History  to  800  A.  D.  9th  (10,  11) 


II.    Mediaeval  and  Modern 

European  History  Plan  B  (Approx- 
mately  N.  E.  A.  plan). 

I.    Early  European  Civil,  to  1500 
II.    Modern 

English  History 


School 


Frem.,   Oak.  H.  S.,  Univ., 
Voc.  (girls). 


10th  (11,  12)     Frem.,  Oak.  H.  S.,  Univ., 
Voc.  (girls). 


9th  (10,  11) 
10th  (11,  12) 
llth  (12) 


European  Civilization  (Ind.  aspects.)     9th  (10,  11) 
Industrial  History  (English and  Amer.)  llth 


United  States  and  Gov't. 


12th  (11) 


Tech. 


Fremont,  Univ. 

Tech. 
Voc.  (Presc.) 

PRESC.    All  Schools. 


Economics. 

Economics;  (Emphasis  on  Production) 
Economics;  Theory  and  Problems  1  yr 
Economics ;  ^  and  Community  Civics  \ 

Economics  I.  3^ 
Economics  II.  %  (Problems) 


Civics  I  Adv.  Study  Local,  State  Na- 
tional Government. 

Civics  II  Social  Problems 
Current  History  ^  to  1  yr. 


H  yr.   10th 
llth  (12) 
10th  (11) 

Voc.   (Presc.) 
Oak.  H.  S. 
Fremont 

11  or  12 

Tech.  Univ. 

11  or  12 

(t         a 

(Presc.    1   yr. 
adv.  work.) 

10,  11,  12 


not  given. 
Tech. 
Tech. 


24 


TO  PRINCIPALS  AND  EIGHTH  GRADE  TEACHERS: 

At  a  meeting  of  the  civics  teachers  held  on  October  17th  to  discuss 
the  content  of  the  civics  work  to  be  re-organized  in  the  Spring  and  Fall 
terms  of  1918  as  indicated  by  the  committee  on  social  studies  it  was 
decided  that  the  teachers  make  a  study  of  the  topics  suggested  by  Pro- 
fessor Bobbitt  in  his  part  of  the  Cleveland  Survey.  It  is  Dr.  Bobbitt's 
idea  that  the  history  curriculum  maker  should  make  "an  analysis  of 
present  day  social  conditions,  the  proper  understanding  of  which  re- 
quires historical  background,"  and  then  to  grade  these,  placing  in  the 
elementary  schools  those  that  belong  there,  and  in  the  high  schools  those 
that  require  more  mature  minds.  You  will,  therefore,  please  study 
Professor  Bobbitt's  list  which  follows,  indicating  those  that  you  think 
ought  to  be  taken  up  in  the  8A  grade,  those  that  are  suitable  for  8B,  and 
those  that  should  be  left  for  the  high  school.  You  will  strike  out  any 
that  you  think  ought  not  to  be  studied,  and  add  any  that  you  think  im- 
portant. Once  we  get  a  fair  agreement  on  this  list,  your  director  will 
consider  it  his  work  to  find  the  necessary  materials  for  the  use  of  teachers 
and  pupils,  and  to  assist  in  adapting  each  topic  to  the  maturity  of  the 
pupil  in  the  grades  where  you  think  social  necessity  demands  that  it 
be  treated. 

Sociological  Aspects  of  War  Race  Problems  Trusts 

Territorial  Expansion  Transportation  Education 

Our  Insular  Possessions  Money  Systems  Suffrage 

Centralization  of  Govt.  Immigration  Taxation 

Growth  of  Population  Strikes  and  Lockouts  Army 

Panics  and  Business  Depressions  Inventions  Navy 

Govt.  Control  of  Corporations  Agriculture  Wages 

Capital  and  Labor  Manufacturing  Commerce 

Banks  and  Banking  Foreign  Commerce  Crime 

Tariff  and  Free  Trade  Labor  Unions  Charities 

Municipal  Government  Postal  Service  Mining 

Roads  and  Road  Transportation  Liquor  Problems  Prisons 

Newspapers  and  Magazines  Unemployment  Pension 

Women  in  Industry  Child  Labor  Hospitals 

Conservation  of  Natural  Resources  Savings  Banks  Insurance 

Recreations  and  Amusements  Fire  Protection  Housing 
Co-operative  Buying  and  Selling                 Cost  of  Living 
Pure  Food  Control                                         Health  Sanitation,  etc. 
Water  Supply  of  Cities                                  Courts  of  Law 
Parks  and  Playgrounds                                  National  Defense. 

For  San  Antonio,  Dr.  Bobbitt  advised  a  study  of:  City  beautifica- 
tion;  street  paving;  street  cleaning;  the  smoke  nuisance ;  water  supply; 
city  milk  supply;  city  food  supply  in  general;  fire  losses  and  fire  insur- 
ance rates;  the  economic  value  of  birds;  the  sanitation  of  public  build- 
ings, schools,  churches,  theaters,  etc;  vocational  survey  of  the  city; 
the  care  of  the  unfortunate;  the  public  utilities  of  the  city;  uses  of  vacant 

25 


lots;  municipal  social  center;  municipal  civic  forum;  cost  of  maintaining 
each  city  department;  city  dust;  the  municipal  board  of  health;  the 
possible  civic  uses  of  the  San  Antonio  river;  the  civic  uses  of  the  San 
Antonio  river;  civic  problems  of  city  school,  etc. 

I.  The  7 A  Geography  outline  will  be  completed  with  p.  20 
which  should  reach  you  by  Nov.  2.    Teachers  will  feel  free  to  send 
criticisms  to  the  director  on  amount  and  character  of  the  work. 
In  estimating  the  amount  of  work  possible,  please  recall  that  we 
began  on  the  new  course  a  few  weeks  late  this  fall.    How  much  time 
should  we  give  to  each  topic  with  an  average  class?    Let  me  hear 
from  you  before  January  1 1,  1918,  on  this  point  at  least. 

II.  The  Social  Studies  Committee  will  meet  on  November  15 
to  determine  in  a  general  way  the  content  of  the  7B  Geography 
course.     You  will  recall  that  the  "United  States  in  Relation  to 
European  Countries"  is  the  general  subject.    The  locational  work 
will  therefore  be  concerned  mainly  with  Europe.    The  director  in- 
tends to  propose  for  discussion  at  this  meeting  the  following  topics : 
sugar,  cattle  and  leather  products,  copper,  flax,  coal,  iron  and  iron 
manufactures,  chinaware,  chemicals  and  dyes,  shipping  and  Atlan- 
tic Trade  Routes.    If  you  have  suggestions  to  offer  in  way  of  addi- 
tions, omissions,  or  order  of  treatment  for  the  committee's  con- 
sideration, please  send  them  in  before  November  15. 

III.  General  Circulars. 

Not  all  of  these  have  been  sent  to  each  teacher.  If  you  are  in- 
terested in  any  circular  which  has  not  been  sent  you,  please  ask  for 
it.  A  complete  list  follows: 

General  No.  1.    (6  pages)     Lists  of  books  and  general  directions 
for  Fall  term  of  1917. 

"  No.  2.  A  few  additional  book  titles  and  some  suggestions 
on  history  method. 

"  No.  3.  Comments  on  5th  and  7th  grade  geography  out- 
lines and  use  of  Committee  of  Eight  for  6th  grade 
history. 

"  No.  4.  Outline  of  plan  of  history  and  geography  in  Oak- 
land schools — grades  1-8  inclusive. 

"      No.  5.    Social  Studies  Courses  in  Oakland's  High  Schools. 

26 


General  No.  6.    Suggestions  on  civics  topics  preliminary  to  work- 
ing out  the  8A  and  8B  courses  (next  term). 

IV.  History  5A  outlines  sent  out  last  term  will  soon  be  revised  and 
issued  on  sheets  uniform  with  present  Supervisory  Series.  Please 
let  me  have  any  criticism  you  care  to  make  at  once.  You  will  recall 
that  early  in  the  term  we  agreed  in  a  teacher's  meeting  to  study  in 
the  5A  term  the  following:  Columbus,  Magellan,  Cabots.  De  Soto, 
Hudson,  La  Salle,  J.  Smith,  M.  Standish,  Roger  Williams  and  Thos. 
Hooker,  William  Penn,  Oglethorpe.  For  the  5B,  the  biographies 
studied  will  be  Benjamin  Franklin,  George  Washington,  (S.  Adams, 
P.  Henry,  and  military  heroes  of  Revolution — optional),  Jefferson, 
Jackson,  (Webster,  Clay,  Calhoun — optional).  Lincoln,  Lee,  Grant, 
In  general  follow  Mace  (your  textbook).  Outlines  will  be  issued 
as  soon  as  possible. 


27 


SELECTED   BIBLIOGRAPHY  ON   GEOGRAPHY  AND   HISTORY 
TEACHING    (ELEM.   SCHOOLS) 

BAGLEY,  W.  C.— -"The  Determination  of  Minimum  Essentials  in 
Elementary  Geography  and  History."  14th  Yearbook,  Nat.  Soc. 
for  Study  of  Educ.  Part  I.  Blocmington,  111.,  Public  School  Pub- 
lishing Company. 

BAGLEY.  W.  C.— "Present-Day  Minimum  Essentials  in  United  States 
History  as  Taught  in  the  Seventh  and  Eighth  Grades,"  16th  Year- 
book. 

BETTS,  G.  H.— "Classroom  Methods  and  Management,"  (Bobbs, 
Merrill  Co.). 

BLISS,  W.  F. — "History  in  the  Elementary  Schools,"  (American  Book 
Co.). 

BOBBITT,  F.— "What  the  Schools  Teach  and  Might  Teach,"  (Cleve- 
land Survey) . 

CHARTERS,  W.  W.— "Teaching  the  Common  Branches,"  Chap.  9 
(Geography),  Chap.  10  and  11  (History),  (Houghton,  Mifflin  Co.). 

COMMITTEE  OF  EIGHT— "The  Study  of  History  in  the  Elementary 
Schools,"  (Scribner). 

DODGE  AND  KIRCHWAY— "The  Teaching  of  Geography,"  Rand 
McNally  &  Co.). 

FINLAY  JOHNSON,  H.— "The  Dramatic  Method  of  Teaching," 
(Ginn  &  Co.). 

FREEMAN,  F.  N.— "The  Psychology  of  the  Common  Branches," 
Chap.  7,  (History),  Chap.  8  (Geography),  (Houghton,  Mifflin  Co.). 

HORN,  ERNEST,— "Possible  Defects  in  the  Present  Content  of  Amer- 
ican History  as  Taught  in  the  Schools,"  16th  Yearbook. 

HORN,  ERNEST— "Principles  for  Making  Curricula  in  History," 
Teachers  College  record,  September,  1915,  Teachers  College,  New 
York. 

JOHNSON,  H.— "The  Teaching  of  History,"   (Macmillan  Company). 

KEMP,  E.  W.— "An  Outline  of  History  for  the  Grades,"   (Ginn  &  Co.). 

KENDALL  &  MIRICK— "How  to  Teach  the  Fundamental  Subjects," 
Chap.  IV.,  (Geography,  history  and  civics),  (Houghton,  Mifflin 
Company) . 

MACE,  W.  H.— "Method  in  History"  esp.  213-292.,  (Rev.  Ed.  Rand 
McNally). 

.  28 


McMURRY,  C.  A.— "Special  Method  in  History,"  (Macmillan  Com- 
pany). 

McMURRY,  C.  A.  —"Special  Method  in  Geography,"  Macmillan 
Company). 

McMURRY,  FRANK— "Principles  Underlying  the  Making  of  School 
Curricula,  pp.  1-10;  "Principles  for  Making  and  Judging  Curricula 
in  Geography,"  pp.  11-32;  Teachers  College  Record  for  September, 
1915. 

RAPEER,  L.  W.  AND  OTHERS— "Teaching  Elementary  School 
Subjects,  Chap.  16  (Geography)  20  (History)  21  (Civics)  (Scribners). 

RICE,  EMILY  J.  AND  OTHERS— "The  Course  of  Study  in  History 
for  the  Common  School,"  (University  of  Chicago  Press). 

SUTHERLAND,  W.  J.— "The  Teaching  of  Geography,"  (Scott, 
Foresman  &  Co.). 

SUTHERLAND,  W.  J.,  &  SANFORD— "Practical  Exercises  in  Geog- 
raphy," (Silver  Burdett  &  Co.). 

TRYSON,  R.  M.— "Materials,  Methods,  and  Administration  of  His- 
tory Study  in  the  Elementary  Schools  of  the  United  States," 
(Indiana  University  Bulletin). 

TRYSON,  R.  M.— "History  in  the  Junior  High  School"  in  Elem.  Sch. 
Jour.,  May,  1916. 

TALKINGTON,  H.  L.— "How  to  Study  and  Teach  History  in  the 
Grades,"  (Bloomington,  Illinois  Public  School  Publishing  Co). 

WAYLAND,  J.  W.— "How  to  Teach  American  History,"  (Macmillan). 

WILSON,  H.  B.  &  G.  M.— "Motivation  of  School  Work,"  Chap.  7 
(History)  Chap.  8  (Geography),  (Houghton,  Mifflin  Co.). 

UNITED  STATES  BUREAU  OF  EDUCATION,  BULLETINS: 
No.  17,  1915. — "Civics  Education  in  Elementary  Schools." 
No.  23,  1915.— "The  Teaching  of  Community  Civics." 
No.  28,  1916.— "Social  Studies  in  Secondary  Education." 

"The  History  Teacher's  Magazine,"  Philadelphia,  (McKinley  Publish- 
ing Co.). 

"The  Journal  of  Geography."  Apple  ton,  Wise. 


29 


TO  PRINCIPALS  AND  FIFTH  GRADE  TEACHERS : 

The  Supervisory  Series  for  5 A  Geography  is  completed  with  page  16, 
sent  to  the  teachers  November  22.  As  you  were  advised  in  my  General 
Circular  No.  Ill,  these  5 A  Geography  outlines  were  unavoidably  late 
in  appearing  and  were  in  no  way  intended  to  interfere  with  plans  which 
had  already  been  worked  out  by  teachers.  Some  of  you,  however,  have 
been  making  considerable  use  of  these  problems  and  you  are  therefore 
in  a  position  to  criticise  them.  Will  you  please  let  me  know  at  your 
convenience:  first,  which  problems,  if  any  should  be  omitted;  second, 
what  regions,  if  any,  should  be  more  thoroughly  stressed  than  the 
present  series  of  problems  seems  to  do;  third,  problems  which  are  in 
general  satisfactory  to  you,  but  should  be  changed  in  some  details. 
Since  it  is  planned  to  get  this  material  in  shape  for  printing  next  sum- 
mer, you  are  requested  to  assist  in  any  needed  revision  by  experience 
derived  from  your  teaching  next  semester. 

In  this  connection  you  will  observe  that  no  study  has  been  issued 
on  the  Great  Basin  area  including  the  Imperial  Valley.  The  reason  for 
this  is  that  the  geography  of  this  region  does  not  belong  to  California 
proper  but  rather  to  the  geography  of  Nevada,  Arizona,  etc.,  and  will 
furnish  the  material  for  the  first  type  study  in  the  5B  work,  which  works 
out  from  California  and  covers  the  United  States.  Moreover  the  8A 
Geography  contemplates  a  study  of  the  Pacific  Coast  in  its  relation 
to  the  Orient.  The  industrial  side  of  our  geography  including  our  won- 
derful petroleum  resources  will  be  studied  in  connection  with  that  term's 
work.  This  does  not  imply  that  it  is  our  intention  to  ignore  it  com- 
pletely in  the  5A  term,  but  only  to  explain  to  you  why  such  an  obvi- 
ously important  industry  is  not  made  the  basis  of  one  of  our  studies. 

May  I  take  this  opportunity  to  express  my  appreciation  of  the  hearty 
co-operation  I  have  had  from  you.  I  feel  that  you  have  been  remark- 
ably successful  in  securing  the  interest  and  co-operation  of  your  pupils 
in  gathering  material  necessary  for  the  successful  study  of  our  State. 
In  this  connection,  however,  the  Chamber  of  Commerce  and  Alameda 
Co.  exhibit  authorities  report  that  groups  of  pupils  are  re-visiting  them 
and  carrying  away  pamphlets,  etc.,  indiscriminately.  To  prevent 
abuse  let  us  instruct  our  pupils  to  go  there  only  with  their  teachers  or 
as  individuals  representing  a  class  with  note  from  the  teacher,  and  in 
case  pamphlets  are  wanted,  please  state  this  fact.  Otherwise  it  is  pos- 
sible for  a  few  mischievious  boys  "to  wear  our  welcome  out." 

Through  the  generosity  of  the  Southern  Pacific  Co.,  and  the  courtesy 
of  Passenger  Traffic  Mgr.  Chas.  S.  Fee,  I  am  enabled  to  send  to  each 

30 


school  one  copy  each  of  several  folders   useful  in  teaching  California 
geography. 

I  do  not  plan  to  issue  any  further  circulars  this  semester  but  will 
devote  attention  to  preparing  bulletins  to  assist  in  beginning  the  work 
next  semester  in  the  5B  course. 

TO  PRINCIPALS  AND  TEACHERS  IN  GRADES  4,  5  and  6. 

At  the  request  of  the  Superintendent,  the  following  suggestions  are 
offered  for  the  use  of  the  U.  S.  "Lessons  in  Community  and  National 
Life"  Series  C.,  in  order  that  no  single  subject  in  our  curriculum  be 
forced  to  yield  to  matter  that  is  being  cared  for  in  some  other  way.  If 
you  have  already  worked  out  a  plan,  by  all  means  follow  it.  If  not, 
use  these  suggestions  with  such  modifications  as  your  situation  seems 
to  demand. 

1.  The  War  and  Aeroplanes,  take  up  in  English,  all  grades. 

2.  Spinning  and  Dyeing  Linen  in  Colonial  Times. 
4th  grade  use  any  time. 

5th  grade,  Home  Economics  or  History  time.     If  latter;  in  5A 

with  Miles  Standish  story;  in  5B  with  Washington  Story. 
6 A  with  Geography  of  the  Dakota-Manitoba  region. 
6B  with  History;  Life  in  the  Middle  Ages. 

3.  Water  Supply  of  a  Town  or  City. 

In  all  grades  in  time  for  English  or  Hygiene. 

4.  Petroleum  and  its  uses. 
4th  grade  omit. 

5A  in  Geography  with  Los  Angeles  study. 

5B  in  Geography  with  Pennsylvania  region. 

6 A  in  Geography  with  Pennsylvania  region. 

6B  in  Geography  with  China  (or  as  a  side  report  on  Russia) . 

5.  Conservation  as  exemplified  by  Irrigation  Projects. 
4th  grade  omit. 

5 A  grade  omit. 

5B  in  Geography  with  Studies  I,  II,  III,  or  IV. 

6A  in  Geography  with  Canada  or  parts  of  U.  S.  Study. 

6B  in  Geography  with  Egypt. 

6.  Checking  Waste  in  the  Production  and  use  of  Coal. 
4th  and  5 A  in  English  time. 

31 


5B  in  Geography  in  connection  with  the  Coal  States. 
6A  in  Geography  in  connection  with  the  Coal  States. 
6B  in  Geography  in  connection  with  China's  undeveloped  re- 
sources (Contrast). 

7.  Preserving  Foods. 

In  all  grades  in  Home  Economics  or  English  time. 

8.  Preventing  Waste  of  Human  Beings. 

In  all  grades  in  English  time.    A  place  for  Vocational  talk. 

TO  PRINCIPALS  AND  TEACHERS  IN  GRADES  7  and  8: 

At  the  request  of  the  Superintendent,  I  offer  suggestions  for  the 
use  in  your  classes  of  the  United  States  " Lessons  in  Community  and 
National  Life"  Series  B.  The  only  purpose  of  this  circular  is  to  point 
out  a  plan  for  those  who  are  having  difficulty  in  working  this  material 
into  the  already  crowded  curriculum.  If,  therefore,  you  have  a  plan 
which  works  do  not  change. 

1.  The  Effect  of  the  War  on  Commerce  in  Nitrate. 
7A,  7B  and  8A  take  geography  time  at  once. 
8B  use  English  time. 

2.  The  Varied  Occupations  of  a  Colonial  Farm. 

7 A  and  7B  in  history  time.    Displace  parts  of  textbook. 
8A  in  History  time  (contrast  with  factory  method). 
8B  in. civics  time  displacing  Chapter  XXI  (State  text). 

3.  A  Cotton  Factory  and  the  Workers. 
7 A  in  Geography  with  Cotton. 

7B  in  Geography  with  Flax. 

8A  in  Geography  with  Commercial  Studies. 

8B  in  Civics  in  connection  with  Chapter  XI. 

4.  Feeding  a  City. 

7 A,  7B,  8 A  in  Geography  with  any  food  product  study. 
8B  in  Civic  supplementing  Chapter  XIV. 

5.  Saving  the  Soil.    (Connect  with  School  Garden  if  you  have  one). 
7 A  in  Geography  time  with  Study  of  Wheat. 

7B  in  Geography  time  with  Study  of  Sugar. 

8 A  in  Geography  time.    Any  time,  in  place  of  anything. 

8B  in  Civics  time,  displacing  most  of  Chap.  VIII. 

32 


6.  Making  dyes  from  Coal  Tar. 

7A  in  Geography  time  with  Study  of  Cotton  or  Wool. 
7B  in  Geography  time  with  Study  of  Flax. 
8A  in  Geography  time.    Displace  anything  you  wish. 
8B  in  Civics  in  connection  with  Chap.  XII. 

7.  An  intelligently  selected  diet. 

In  all  grades  in  Home  Economics  or  English  time. 

8.  Finding  a  job. 

In  all  grades  in  English  time.    Stress  vocational  aim. 


TO  PRINCIPALS  AND  TEACHERS  IN  GRADES  7  and  8. 

At  the  request  of  Superintendent  Hunter,  I  offer  suggestions  for  the 
use  in  your  classes  of  the  United  .States  "Lessons  in  'Community  and 
National  Life"  Series  B  for  December  and  January.  The  only  purpose 
of  this  circular  is  to  point  out  a  plan  for  those  who  are  having  difficulty 
in  working  this  material  into  the  already  crowded  curriculum.  If,  there- 
fore, you  have  a  plan  which  works  do  not  change.  Further  lessons  of 
this  series  have  not  been  ordered  for  work  this  semester.  Plan  your 
work  accordingly. 

Lesson  B9 — How  Men  Made  Heat  to  Work. 

7 A — Use  English  time  (or  History  time). 

7B — In  Geography  with  Coal  and  Iron. 

8A — In  History  with  Study  V  on  Transportation. 

8B — In  Civics  with  Chapter  XIV  or  as  a  separate  lesson. 

Lesson  BIO — Telephone  and  Telegraph. 
7A-7B — Use  any  History  time. 
8A — In  History  with  Study  V  on  Transportation. 
8B — In  Civics  with  Chapter  XIV  or  as  a  separate  lesson. 

Lesson  B 11— The  Work  of  Women. 

7A-7B — Use  any  History  time  or  in  Geography  with  study 

of  any  textile. 

8A — In  History  with  Study  VI  on  Manufacturing. 
8B — In  Civics  with  Chap.  XIII  or  as  a  separate  lesson. 

Lesson  B12 — Impersonality  of  Modern  Life. 
7A-7B— Omit. 
8A — In  History  with  Study  VI  on  Manufacturing. 

33 


8B — In  Civics  as  special  lesson  (or  with  Chap.  XI) . 

Lesson  B13 — The  Department  of  the  Interior. 
7A-7B-8A— Omit. 
8B — Omit  or  read  over  in  Civics  with  Chap.  XXIV. 

Lesson  B14— The  United  States  Public  Health  Service. 

7A-7B-8A — Read  in  class  and  use  for  composition  work. 
8B — In  Civics  with  Chap.  IX  (or  for  composition). 

Lesson  B15 — Price  Control  of  Wheat. 

Lesson  B16 — Why  we  must  help  France. 

7A-7B — Use  as  part  of  English  work  for  reading  and  com- 
position. 

8A-8B — Use  as  part  of  English  work  for  reading  and  com- 
position. 

TO  PRINCIPALS  AND  TEACHERS  IN  GRADES  4,  5  and  6: 

At  the  request  of  Superintendent  Hunter,  I  offer  suggestions  for 
the  use  in  your  classes  of  the  United  States  "Lessons  in  Community  and 
National  Life"  Series  C  for  December  and  January.  The  only  purpose 
of  this  circular  is  to  point  out  a  plan  for  those  who  are  having  difficulty 
in  working  this  material  into  the  already  crowded  curriculum.  If,  there- 
fore, you  have  a  plan  which  works  do  not  change.  These  will  be  the 
last  of  these  circulars  for  this  semester. 

Lesson  C9 — Inventions. 

4th — Use  any  time.     Read  (aloud  by  teacher,   perhaps), 

discuss,  and  write  compositions. 

5th — Use  English  time.     Read  Compositions  on  topics. 
6th — Use  History  time.     Connect  with  advance  from  the 

savage  state. 

Lesson  CIO — Iron  and  Steel. 
4th  and  5th— Omit. 
6th — In  English  or  in  History  as  in  C9. 

Lesson  Cll — The  Effects  of  Machinery  on  Rural  Life. 
4th— Omit. 

5A — In  Geography  with  any  study  of  valley  conditions. 
5B — In  Geography  with  Study  VI,  The  Great  Plains  and 
Plateaus. 

34 


6th — Use  English  time  to  read  and  discuss. 

Lesson     C12 — Patents    and     Inventions. 

All  Grades — Talk  it  over  with  pupils.  Some  of  the  pupils 
will  have  read  in  Book  of  Knowledge,  Popular  Mechanics, 
etc.,  similar  material. 

Lesson  C13 — Market  Reports  on  Fruits  and  Vegetables. 

All  Grades :  Illustrate  by  imagining  the  school  garden  a  sole 
producer  on  a  large  scale  of  one  product  needing  an  exten- 
sive market.  Think  of  the  number  of  people  required  to 
produce  and  market  the  product.  If  there  is  not  a  school 
garden  omit  the  lesson. 

Lesson  C14 — The  United  States  Fuel  Administration. 
All  Grades  in  English  or  Geography  time. 

Lesson  C15 — Sugar. 

4th  grade  in  English  time  (stress  only  pp.  22-24). 
5th  and  6th  grades  in  English  or  Geography  time. 

Lesson  C16 — The  Commercial  Economy  Board  of  Council  of  Na- 
tional Defense. 

All  Grades — Take  time  from  subjects  least  pressed  for  time.  This 
lesson  should  be  so  thoroughly  mastered  that  it  will  have  some  effect 
during  the  summer  vacation.  Moreover,  these  strenuous  times  may 
force  some  of  your  older  boys  into  the  industries  before  school  again 
opens.  Throw  your  whole  spiritual  weight  into  final  appeals  that  these 
boys  may  always  be  sincere  cooperators  in  a  social  order  dedicated  to 
the  principles  of  intelligent  voluntary  cooperation  and  unalterably  op- 
posed to  both  the  threadbare  philosophy  of  rank  individualism  and  the 
Prussian  ideal  of  dominance. 

VI.   Thomas  Jefferson. 

1.  Birth,  1743  in  Virginia.     What  other  Virginia  boys  have 
you  studied  about?     Why  were  so  many  of  the  notable 
men  of  this  period  born  in  this  colony?     (Note  extent  of 
U.  S.;  size  and  age  of  Virginia.) 

2.  Early  training.     Was  Thomas  as  a  boy  a  good  student? 
Did  he  like  athletics?    What  sort  of  things  did  he  do  best? 
Did  he  go  to  college? 

3.  His  position  in  his  community.    What  prominent  men  were 

35 


his  friends?     Did  his  fellow  citizens  elect  him  to  office? 
By  what  means  did  he  earn  his  living?     (Law). 

4.  His  part  in  the  development  of  the  American  Nation.    How 
did  he  feel  toward  the  British  taxes?      What  part  did  he 
take  with  regard  to  these  taxes?     (Compare  with  other 
patriots.) 

5.  In  the  Continental  Congress.    Would  you  expect  Jefferson 
to  be  chosen  by  his  colony  to  go  to  this  Congress?     Did 
his  fellow  members  in  Congress  have  confidence  in  him? 
Were  they  satisfied  with  his  draft  of  the  Declaration  of 
Independence.      (NOTE:      Learn   thoroughly  the   date   of 
July  4,  1776,  and  its  significance    without  going  into  the 
philosophy  expressed  in  the  Declaration.) 

6.  Jefferson's  work  for  his  own  State.     Virginia  was  now  an 
independent  State  instead  of  British  colony  and  Jefferson 
served  as  a  member  of  its  legislature  and   (from   1779  to 
1781)  as  its  governor.    In  those  days  people  paid  taxes  to 
support  a  certain  church  whether  they  attended  it  or  not. 
Jefferson  believed  that  a  man  ought  attend  what  church  he 
pleased  and  contribute  to  its  support  as  he  could.    He  there- 
fore worked  for  a  law  in  the  State  of  Virginia  to  bring  this 
about.     (Stress  again  the  idea  of  religious  freedom  taught 
in  connection  with  the  story  of  Roger  Williams.) 

7.  His  service  to  this  Nation  as  a  foreign  minister.    After  the 
death  of  Mrs.    Jefferson,      Thomas  Jefferson  was  willing 
to  leave  his  old  Virginia  home  for  a  time.     He  served  as 
foreign  minister  for  four  years  and  returned  home  when 
Mr.  Washington   became   President  to  conduct  the  office 
of  Secretary  of  State  which  has  charge  of  all  our  foreign 
ministers. 

8.  During  Mr.  Adams'  administration  Mr.  Jefferson  served 
as  vice-president  of  the  United  States  and  wrote  the  first 
set  of  rules  for  the  United  States  Senate  (over  which  he 
presided) . 

9.  Jefferson  as  President.     In  1800  he  was  elected  president, 
becoming  the  founder  of  what  was  then  called  the  Repub- 
lican Party,  later  the  Democratic-Republican  Party  and 
still  later  the  Democratic  Party.     (Discuss  the  addition  of 

36 


the  Louisiana  country  and  let  some  pupil  report  on  Lewis 
and  Clark.) 

10.  The  latter  portion  of  his  life  was  given  to  working  for  edu- 
cation and  he  became  the  founder  of  the  University  of 
Virginia.    He  considered  this  so  important  that  he  asked  to 
have  engraved  on  his  monument  that  he  was  the  "Father 
of  the  University  of  Virginia." 

11.  Importance:    Mr.  Jefferson  ranks  as  one  of  our  first  great 
democrats  for  he  had  a  very  great  faith  in  the  ability  of 
the  people  to  govern  themselves  honestly  and  efficiently. 
Many  of  the  men  of  his  time  did  not  believe  in  a  govern- 
ment by  kings  but  did  not  think  that  the  average  man 
would  be  wise  enough  to  know  what  kind  of  government 
was  best  for  him  and  so  thought  that  the  vote  ought  only 
be  given  to  men  of  considerable  wealth  or  education  and 
that  the  holding  of  office  should  be  confined  to  the  well- 
to-do.     With  all  of  these  Mr.  Jefferson  disagreed  for  he 
believed  that  the  people  should  be  educated  so  that  they 
would  know  and  understand  questions  that  were  important 
in  their  life. 

References:  Mace,  "Beginner's  History"  (State  text), 
pp.  229-238.  Foote  &  Skinner,  "Makers  and  De- 
fenders of  America."  pp.  117-127.  Coe,  F.  E., 
"Makers  of  the  Nation,"  pp.  213-217. 

For  the  Teacher:  Sparks,  "The  Men  Who  Made 
the  Nation,"  pp.  218-266. 

VII.   Andrew  Jackson. 

1.  Birth,  1767  in  North  Carolina.    Jackson's  family  lived  back 
in  the  mountains  west  of  the  great  plantations  owned  by 
the  wealthy  men.     The  later  immigrants  from  England 
and  Ireland,  had  to  settle  in  these  foothill  regions  and  strug- 
gled with  clearing  forest  and  fighting  wild  animals  from 
their  stock.    Therefore,  Andrew's  people  were  very  poor. 

2.  Early  training.    Would  you  expect  to  find  good  schools  in 
these  hills  in  the  early  days?    Were  Andrew's  people  able 
to  send  him  to  school?    Find  out  whether  he  liked  outdoor 
activities  and  if  he  excelled  other  boys  in  anything. 

3.  Andrew's  family  in  the  Revolutionary  War.     The  other 

37 


men  we  have  been  studying  were  grown  men  during  the 
Revolutionary  War.  How  old  was  Andrew  Jackson  when 
the  Declaration  of  Independence  was  signed?  when  Wash- 
ington became  President  in  1789?  (Some  boy  may  give  a 
report  on  the  British  raids  in  the  Southern  states  and  how 
they  affected  the  Jackson  family.) 

4.  His  position  in  the  community.    Jackson  studied  law  but 
decided  that  his  chances  of  making  good  would  be  better 
in  a  new  country  in  the  West  and  he  therefore  moved  to 
Tennessee   and  settled  down  in  Nashville. 

5.  His  services  to  Tennessee.    Find  out  what  offices  he  held. 
How  did  his  neighbors  like  him? 

6.  Jackson  as  a  military  man.    How  did  he  become  known  as 
"Old  Hickory?"     Tell  about  his  fights  with  the  Indians, 
his  battle  at  New  Orleans. 

7.  As  president.     To  whom  did  Jackson  owe  his  election? 
Name  men  who  opposed  him.    Why  did  they  oppose  him? 
His  attitude  toward  the  Union. 

8.  Importance.    A  great  true  democrat. 

References:  Mace,  "Beginner's  History,"  (State  text), 
pp.  245-254  and  references,  page  257.  Foote  & 
Skinner,  "Makers  and  Defenders  of  America,"  pp. 
168-177. 

For  the  Teacher:  Sparks,  "The  Men  Who  Made  the 
Nation,"  pp.  282-317. 

VIII.    Calhoun,  Clay  and  Webster.    (Optional). 

NOTE:  If  time  permits  groups  of  students  may  study 
the  work  of  these  three  great  statesmen  and  discuss  them  in 
class. 

References:  Mace,  "Beginner's  History/'  (State  Text), 
pp.  296-314.  Coe,  F.  E.,  "Makers  of  the  Nation," 
pp.  283-290  (Webster);  pp.  291-195  (Calhoun);  pp. 
296-302  (Clay).  Foote  &  Skinner,  "Makers  and 
Defenders  of  the  Nation,"  pp.  178-190  (Clay);  pp. 
191-204  (Webster). 

38 


IX.   Abraham  Lincoln. 

1.  Birth— February  12,  1809,  in  Kentucky.    (Show  picture  of 
cabin  and  discuss  hardships  of  frontier  life).     Learn  Krl>. 
12th. 

2.  Boyhood  and  influence  of  mother.    Did  he  love  his  mother? 

3.  Education.    How  much  chance  did  young  Abe  have  to  go 
to  school  in  Indiana  and  Illinois?   What  books  did  he  rc:rl? 
Have  you  read  any  of  them? 

4.  How  did  he  learn  to  write?    What  kind  of  a  copy  book  did 
he  have?    What  things  did  he  write  in? 

5.  How  he  earned  his  living.    What  sort  of  a  farmer  was  he? 
Why  did  he  have  to  split  rails?    What  sort  of  a  business 
man  was  he?    Why  did  he  have  to  fight  Indians?    (Frontier 
conditions  again.) 

6.  What  offices  did  Lincoln  hold  before  he  became  President? 
Why  did  people  like  to  vote  for  him?    How  did  he  let  people 
know  what  he  thought  on  slavery  and  other  questions? 
(Stump  speeches.) 

7.  Lincoln  as  President.    NOTE:    Give  a  brief  account  of  the 
Civil  War;  its  causes;  effect  of  it  on  slavery  and  the  sta- 
bility of  the  Union,  such  as  given  in  the  textbook. 

8.  His  assassination  and  place  in  history. 

References:  Mace,  "Beginner's  History,"  (State  Text), 
pp.  315-330.  Mace,  "Wm.  H.  Lincoln,  The  Man  of 
the  People."  Foote  &  Skinner,  "Makers  and  De- 
fenders of  America,"  pp.  230-256.  Coe,  "Makers  and 
Defenders  of  America,"  pp.  303-324.  Sparks,  "Men 
Who  Made  the  Nation,"  pp.  378-410. 

For  the  Teachers:  Selected  Works  of  Lincoln  and 
Biographies.  Read  selections  from  letters  showing 
human  side,  kindness  of  heart,  etc.  Study  simple 
appreciations  of  Lincoln.  Benjamin  Chapin  has  im- 
personated Lincoln  very  well  for  a  moving  picture 
dramatization  of  the  President's  life.  If  this  is  given 
at  time  of  study,  suggest  to  pupils  that  they  see  it. 
Then  discuss  in  class. 

39 


X.   Civil  War  Heroes. 
Grant. 
Lee. 

Reports  and  discussion  of  about  the  extent  indicated  in  the 
State  text. 

This  concludes  set. 


40 


LOW  FIFTH  GEOGRAPHY 

A.  The  Function  of  Geography. 

Professor  Bobbitt  argues  that  the  educational  process  in  and  out  of 
school  should  have  as  its  result  that  children  acquire  by  easy  stages 
the  ability  to  think  and  so  as  adults  think  and  see.  In  the  early 
community,  this  process  was  simple  and  required  no  conscious, 
purposeful  schooling.  In  its  first  stages  schooling  was  concerned 
with  mastering  first  written  language  and  later  numbers.  "As  com- 
munity vision  widened  and  men's  affairs  came  to  extend  far  be- 
yond the  horizon,  a  need  arose  for  knowledge  of  the  outlying  world. 
This  knowledge  could  rarely  be  obtained  sufficiently  through  travel 
and  observation.  There  arose  the  new  need  for  the  systematic 
teaching  of  geography.  What  had  hitherto  not  been  a  human 
necessity  and  therefore  not  an  educational  essential  became  both 
because  of  changed  social  conditions."  The  significance  of  this 
argument  lies  in  the  stress  it  puts  upon  geography  as  a  social  sub- 
ject. The  teacher  who  bears  this  in  mind  will,  therefore  avoid: 
first,  facts  of  geography  for  facts'  sake;  second,  bringing  in  mere 
facts  of  general  science;  third,  memorization  of  states  and  capitals, 
counties  and  county  seats,  etc.  The  view  point  must  be  primarily 
social,  that  is,  as  the  child  develops  toward  adulthood  he  should 
understand  such  forces  and  controls  as  determine  the  relationships 
between  the  earth  and  its  human  inhabitants. 

"The  function  of  historical  and  geographical  subject  matter — 
is  to  enrich  and  liberate  the  more  direct  and  personal  contacts  of 
life  by  furnishing  their  context,  their  background  and  outlook." 
— Dewey. 

B.  Method. 

I.  Study  the  relation  of  the  5 A  course  to  other  parts  of  the  geog- 
raphy course. 

a.  Teachers  who  have  not  taught  in  the  earlier  grades  should 
study  carefully  the  work  in  home  geography  which  has  pre- 
ceded, and  make  constant  use  of  these  principle  in  the 
work  of  the  fifth  grade. 

b.  Have  in  mind  in  a  general  way  the  work  which  is  to  follow 

41 


follow  this  grade  to  see  exactly  its  functions  in  the  whole 
geography  course. 

c.  Consider  what  training  the  pupil  should  have  received 
by  completion  of  his  geography  work  that  your  contrib- 
ution may  be  clear  in  your  own  mind. 

References:  Dodge  &  Kirch wey,  "The  Teaching  of 
Geography,"  Chap.,  (Rand,  McNally  &  Co.— $1.00). 

• 
B.     Method. 

II.  Study  the  relation  of  this  work  to  the  other  5 A  subjects. 
Pupils  are  being  taught  by  means  of  Geography — it  is  but  one  of 
your  tools.    See  especially: 

a.  History. 

b.  Home  economics — for  food  and  textile  products. 

c.  Literature. 

III.  The  underlying  psychology  of  geography  is  the  "extension 
of  experience  through  imagination."      See  Freeman,  F.  N.     "The 
Psychology  of  the  Common  Branches."  Chap.   VIII.     (Houghton 
Mifflin  Co.,  1916— $1.25.) 

IV.  Lesson  Plans.     "The  teacher  should  be  perfectly  free  to 
plan  his  work  so  as  to  give  his  children  the  best  training  he  can. 
He  should  adopt  any  "methods"  that  seem  suited  to  his  needs, 
but  should  never  forget  that  he  is  supposed  to  be  forging  one  of 
the  necessary  links  in  the  whole  chain  of  geography  study  and  that 
his  work  must  be  strong  geographically,  as  it  should  be  pedagogi- 
cally." — (Dodge  &  Kirchwey,  p.  5.) 

b.  Problem  Method.     Geography  furnishes  an  excellent  sub- 
ject to  teach  by  the  problem  method.     Sutherland,  W.  J.,  "The 
Teaching  of  Geography."     (Scott  Foresman  &  Co— $1.25),    Chap- 
ters 11  and  12.    (Also  Dodge  &  Kirchwey,  pp.  85-86.) 

c.  The  Socialized  Recitation.     Important  problems  involving 
several  recitation  periods  offer  a  fruitful  field  for  the  co-operation 
of  all  members  of  the  class  in  their  solution. 

References:  Pearson,  F.  B.,  "The  Vitalized  School," 
Chap.  15,  (Macmillan  Co.— $1.40).  Whitney,  Wil- 
liam, "The  Socialized  Recitation,"  pp.  1-17.*  (A.  S. 

42 


Barnet    Co.— 50c.)      Earhart,    Lida    B.,    "Types   of 
of  Teaching,"   Chap.    11,    (Houghton,   Mifflin  Co.— 

$1.25). 

d.  Suggested  Lesson  Plans.  Strayer,  G.  D.,  "A  Brief  Course 
in  the  Teaching  Process,"  Chapter  16,  (Macmillan  Company- 
Si.  25)  especially  pages  221-223,  a  lesson  plan  for  Pittsburg  as  a 
trade  center.  Earheart,  Lida  B.,  "Types  of  Teaching,"  plans  for 
6th  grade  on  "Climate  of  Western  States,"  pp.  251-254,  On  "Irri- 
gation in  the  Western  States,"  255-9. 

V.   Use  of  Equipment. 

a.  Maps  and  Globes.     Wiswell,  L.  E.,  "Globes  and  maps  in 
Elementary  Schools,"  (Rand  McNally  Co. — 50c).     Dodge 
&  Kirchwey,  Chapter  XVII.    Redway,  J.  W.,  "The  New 
Basis  of  Geography,"  Chapters  VIII  and  IX  (Macmillan  Co. 
—$1.00).      Sutherland,  W.  J.,  "Teaching  of  Geography," 
Chapters  XVIII,  XIX  and  XX, 

b.  Pictures,  Models,  etc. 

Dynes,  Sarah  A.,  "Socializing  the  Child,"  pp.  41-73, 
(Silver,  Burdett  &  Co.— $1.00).  Intended  for  grades 
I-III  but  is  suggestive  to  a  teacher.  See  also  Dodge  & 
Kirchwey,  Sutherland,  Redway  and  references  in  Tarr  & 
McMurray,  Introductory  Geography  page  117. 

c.  Museum  and  Excursion.     (See  references  above.)     Also 
"Journal  of  Geography,"  Vol.  III.,  p.  322-332. 

C.     Content  Material  for  Course. 

I.    Globe  and  Map  Lessons. 

a.  Continents  and  oceans.     Location,  size  (relative).      Intro- 
duce by  letting  pupils  volunteer  stories  read  in  lower  grade 
or  at    home    (e.    g.  war  story  introduces  Europe  "as  the 
main  theater."    Where  is  Europe?    Size?    Shape?  etc.). 

b.  Directions  on  globe.     Where  do  we  live?     Europe  is  in 
what  direction?    How  far  distant  (i.  e.  what  part  of  globe's 
circumference  in  our  latitude).    Use  of  parallels  and   mer- 
idians as  indexes  of  direction. 

c.  Scale — where  to  find,  how  to  use;  need  for,  etc.       Intro- 
ductory Geography  (State  Text)  Chapter  XL 

43 


II.    North  America  Physical. 

a.  Position  on  globe  as  to  equator,  poles,  oceans,  other  con- 
tinents. 

b.  Size.     Third  among  continents;  contains  about  one  sixth 
of  all  land  area. 

c.  General  shape  and  location  in  zones  of  wider  and  narrow 
parts.      Indentations    of    coast    line.      Peninsulas,'   Large 
Bays,  etc. 

d.  General  relief,  extent,  general  direction  and  elevation  of 
primary  highlands.    Effects  on  rivers,  etc. 

e.  Suggested  problems.    (Adapt  to  your  class  those  you  think 
suitable.) 

1.  Hudson  and  other  explorers  were  looking  for  a  water- 
way through  North  America.     Had  they  known  what 
we  know  today  about  the  location  of  mountains,  would 
they  have  spent  time  in  this  search?     Explain  fully. 

2.  In  what  general  direction  must  most  of  the  rivers  flow 
that  empty  into  the  Pacific  Ocean?    Into  the  Atlantic? 

Explain. 

3.  Show  how  the  plains  between  the  two  great  ranges 
slope.    Prove  your  point  (by  rivers). 

4.  Is  the  land  along  the  49th  parallel  from  the  Rockies 
to  the  Lakes  higher  or  lower  than  the  land  at  St.  Louis? 
Than  land  near  Hudson  Bay? 

5.  If  you  were  travelling  over  the  United  States,    (a) 
would  you  expect  to  find  the  James  river  or  the  Mis- 
sissippi river  the  larger?    Why?    (b)  Would  you  expect 
to   find  more  snow  on  the  Blue  Ridge  Mountains  or 
the  Sierra  Nevada  Mountains?    Why? 

6.  What  mountains  almost  form   an  eastern  boundary 
for  our  own  state?    (b)  What  mountains  are  along  our 
coast?    (Note  Junctions  in  North  and  at  Tehachapi.) 

7.  What  must  be  the  directions  of  the  two  chief  rivers  of 
this  state?     (b)  Why  do  these  rivers  have  more  and 
larger  tributaries  come  from  the  East  than  from  the 
West? 

8.  (a)  Will  you  be  likely  to  find  animals  with  heavy  coats  of 
hair  in  North  America?    In  what  part?     (b)  Will  you 

44 


find  the  poisonous  snakes  and  insects  of  the  hot  cli- 
mates? In  what  part?  (c)  Is  the  climate  suited  to  few 
or  to  many  kinds  of  animals? 

9.  (a)  What  sorts  of  plants  will  grow  where  the  polar 
bears  live?  Why?  (b)  Will  orange  trees  grow  there? 
Will  any  orange  trees  grow  in  North  America?  Where? 
Why?  ' 

10.  The  early  settlers  in  North  America  were  always  look- 
ing for  gold.     Was  there  gold  where  they  settled? 
Might  there  have  been?    Were  there  other  minerals? 
Did  the  first  settlers  find  and  use  these  minerals? 

11.  (a)  What  different  sorts  of  savages  might  have  lived 
in  North  America?     (Many  kinds  from  the  sluggish 
tropical   savage    to    the   vigorous    Eskimo),      (b)  In 
what  part  would  Englishmen,  Frenchmen,  and  Dutch- 
men be  likely  to  settle?    Spaniards? 

References:  For  Teachers'  reading:  Sutherland,  W.  J.. 
"The  Teaching  of  Geography,"  Chap.  VIII  on  "Geog- 
raphy and  Life."  (General  discussion  of  effect  of 
environment  on  plant  and  animal  life.)  Dodge,  R.  E., 
"A  Reader  in  Physical  Geography,"  pp.  10-23. 
(General  treatment  of  many  topics  mentioned  in 
above  problems.)  Shaler,  N.  S.,  "The  Story  of  Our 
Continent."  (The  Index  is  very  good.)  See  "Appa- 
lachian Mountains,"  "Climate,"  "Cordilleran  Moun- 
tains," etc.  Salisbury,  Barrows  &  Tower,  "Modern 
Geography,"  see  p.  174  and  Index.  Also  Plate  I  in 
Appendix. 

For  pupil:  Tarr  &  McMurry,  "Introductory 
Geography,"  (State  Text),  pp.  150-152.  Map  of 
North  America.  Show  coast  line  with  chief  bays. 
Show  chief  mountains  ranges,  Mississippi  River 
with  four  main  tributaries,  and  chief  rivers  emptying 
into  Pacific,  Atlantic,  and  Arctic  Oceans.  Make 
boundary  lines  to  show  how  much  of  North  America 
is  under  the  United  States  Flag. 

Pupils  who  are  good  in  drawing  may  be  able  to 
make  a  charcoal  map  or  colors  may  be  used  for  the 

45 


plateau  regions.  A  sand  table  may  be  employed  for 
part  of  the  work  and  a  large  relief  map  should  be 
used. 

A  second  map  of  the  Western  part  of  North  Amer- 
ica (i.  e.  from  Rockies  west)  may  be  also  made  as 
introductory  to  the  California  geography. 

III.     California  (Study  I). 

The  following  exercise  and  problem  are  adapted  from 
Sutherland  &  Sanford,  "Practical  Exercises  in  Geography,  Book 
One,"  pp.  177-178. 

1.  On  an  outline  map  of  the  Pacific  Slope  enter  the  names  of 
seven  or  eight  largest  cities.     (Tarr  &  McMurry,  "Intro- 
ductory Geography,"  pp.  336-338.) 

2.  Why  are  there  so  few  cities  on  the  Coast? 

Problem:  What  Geographic  Conditions  have  made  the  Bay 
Cities  the  Metropolis  of  the  Pacific  Coast? 

The  steps  suggested  in  the  study  of  this  problem  are  as  follows : 

1.  Sketch  San  Francisco  Bay.    Give  your  reasons  for  believing 
that  it  is  a  good  harbor. 

2.  Locate  San  Francisco,  Oakland,  Berkeley,  Alameda,  Rich- 
mond. 

3.  Using  the  table  in  your  textbook  (Adv.  Geog.)  find;  1st, 
population  of  each  of  these;  2nd,  total  population  (add  in 
Piedmont,  Emeryville  and  Albany  if  you  can  find  figures) . 

4.  •  Compare  this  total  population  with  that  of  Seattle;  of 

Los  Angeles;  of  Portland. 

5.  What  mountains  skirt  the  Pacific  Coast?    How  near  to  the 
sea  do  they  seem  to  be?     Where  do  you  find  an  opening 
through  these  mountains?    Consult  a  railroad  map  to  learn 
how  many  railroads  take  advantage  of  this  opening.    (Get 

these  from  railroad  offices:  S.  P.,  W.  P.,  etc.). 

6.  Use  the  scale  and  determine  about  how  many  miles  north 
of  Oakland  one  must  go  to  find  another  opening  through 
the  mountains  through  which  railroads  pass.     How  many 
miles  south?     How  does  the  lack  of  openings    through 
the  mountains  affect  the  trade  of  the  Bay  Cities? 

46 


7.  How  many  miles  north  of  San  Francisco  Bay  is  the  first 
good  harbor?     How  many  miles  south?     How  does  the 
absence  of  good  harbors  affect  the  trade  of  the  Bay  Cities? 

8.  Consult  Dictionary  for  the  meaning  of  the  term  "hinterland." 
What  two  river  valleys  constitute  the  most  productive 
portion  of  hinterland?     About  what  is  the  area  of  their 
basins?    (Page  285  gives  length  and  breadth.    Have  pupils 
multiply.)  How  many  counties  the  size  of  Alameda  county 
would  these  valleys  make?    (For  area  of  Alameda  County, 
see  Adv.  Geog.  p.  641.    Have  pupils  divide.)     From  your 
textbook,  make  a  list  of  the  important  products  of  this 
hinterland. 

9.  Write  three  reasons  why  you  think  the  Bay  Cities  are  the 
Metropolis  of  the  Pacific  Coast. 

NOTE:    If  pupils  have  very  old  textbooks,  teacher  should 
have  them  add  a  column  for  latest  census  figures. 

Problem :  If  you  were  called  to  Stockton  (on  business,  to  see  your 
father  who  was  ill  there,  etc.)    how  could  you  get  there? 

1.  Draw  a  map  of  the  Bay  region  about  75  miles  north  and 
south  of  Oakland  and  125  miles  inland.    See  insert,  (figure 
519  Advanced  Geography). 

2.  Label  San  Francisco,  San  Pablo,  Suisun,  Tomales  and  Half 
Moon  Bays,  Golden  Gate,  Strait  of  Carquinez,  Sacramento 
and  San  Joaquin  rivers,  Mt.  Tamalpais,  Mt.  Diablo. 

3.  Locate  San  Francisco,  Oakland,  Berkeley,  Alameda,  San 
Jose,    Hayward,    Livermore,    Niles,    Martinez,    Benicia, 
Antioch,  Tracy,  Stockton,  Sacramento. 

4.  The  water  route.    Cross  to  San  Francisco.    About  where  is 
the  dock?   When  does  boat  leave?  How  many  hours  long  is 
the  trip?    What  does  it  cost?     (Get  time  table  from  Cal. 
Nav.  &  Imp.  Co.)     How  many  miles  does  the  boat  go? 
With  your  scale  see  how  far  it  is  from  San  Francisco  to 
Stockton  as  the  crow  flies?    Why  so  far  by  water?    What 
does  this  indicate  about  the  mountains? 

5.  The  rail  routes.     Consult  inset  map,  figure  519.     What 
railways  go  from  Oakland  to  Stockton?      Which  company 
has  two  lines?    Why  do  each  of  the  other  companies  follow 

47 


so  closely  the  lines  of  this  company?  Why  did  none  of 
them  go  straight  towards  Stockton?  Teachers  must  have 
relief  map  to  show  canyons,  etc.  Have  pupils  obtain  time 
tables  of  these  railroads.  How  far  is  it  to  Stockton  by 
these  various  routes?  About  how  many  ho'urs  does  the 
trip  take  by  local  train?  What  is  the  difference  be- 
tween a  local  train  and  an  overland  train? 

6.  The  automobile  route.     (Boys  may  be  able  to  bring  from 
home  auto  road  maps  or  get  them  from  the  California 
Auto   Association,   headquarters   in   the   Oakland   Hotel.) 
Two  main  routes:  via  Dublin  pass  (Lincoln  Highway)  and 
via  the  Claremont  Tunnel.     Why  do  railroads  not  follow 
these  canyons?    Why  are  the  roads  so  crooked?    Why  does 
the    Lincoln    Highway    join    the   railroad    at    Altamont? 
Why  must  ore  on  the  tunnel  route  either  turn  south  and 
join  the  Dublin  route  in  the  Livermore  valley  or  else 
practically  follow  the  Santa  Fe  Railroad? 

7.  Why  do  all  these  routes  approach  Stockton  from  the  south 
or  southwest  rather  than  from  the  west   or  northwest? 
(Effect  of  swamps.) 

8.  How  high  is  the  divide  east  of  Piedmont  and  Berkeley? 
Name  the  highest  peaks.    Give  height  of  some  of  them. 

References:  Tarr  &  McMurry  Geographies  (Text- 
books). Time  tables  and  road  maps.  U.  S.  Geologic 
Survey — San  Francisco,  Haywards,  Concord,  Pleas- 
anton,  Mt.  Diablo  and  Tesla  Quandrangles.  Any 
good  relief  map  or  graphic  relief  map.  Fairbanks 
"Geography  of  California,"  Chapter  XIII,  expecially 
pp.  92  and  100-101. 

III.    California  (Study  I). 

Problem:  To  plan  a  Week-end  Outing  on  Mt.  Tamalpais. 

I.  Make  a  rough  map  of  Bay  region  (much  as  in  Study  II  but 
on  a  little  larger  scale — see  figure  526  Advanced  or  230  Introductory 
but  show  more  of  Marin  coast). 

II.  Locate  Mt.  Tamalpais,  the  important  water  areas,  and  chief 
cities.      Show  also  the  Oakland  local  piers,  Ferry  Building  (S.  F.), 
Sausalito.    Show  N.  W.  Pacific  R.  R.  (as  far  as  map  allows) . 

48 


III.  Label  counties.     Write  "part"  under  county  name  where 
whole  county  is  now  shown. 

IV.  How  can  we  reach  Mt.  Tamalpais?     (a)  Ferry  and  rail 
route.     (Get  time  tables.)    When  do  trains  go?    How  long  is  the 
trip?    What  will  it  cost  (add  local  fares  in)     for  transportation. 
Figure  complete  trip  to  top.     Why  is  the  Tamalpais  railroad  so 
crooked?    Also  plan  on  walking  from  Mill  Valley.     How  Icng  is 
the  road?    Cost?    Etc,,    (b)    Automobile  trip  to  Mill  Valley,  1,  via 
Oakland  Estuary  Ferrv  and  2,  via  Richmond -San  Rafael   Ferry? 
No  auto  road  on  the  mountain.    Plan  to  walk  up  or  take  a  train 
from  Mill  Valley. 

V.  How  high  is  the  mountain?     Compare  with  Grizzly,  Redwood 
Peak,  etc.  -  graphs.    What  places  will  you  expect  to  see  from  the 
top  on  a  clear  day?    We  may  return  home  the  same  day  or  stay 
over  night  in  one  of  the  many  Marin  home  cities,  or  remain  on  top 
of  the  mountain  all  night.    Get  suggestions  from  class  on  plan  to 
be  worked  out. 

VI.  On  the  mountain  on  a  moonlight  night  as  the  fog  comes  in. 
(Fig.  524)  Advanced,  and  71  Introductory.    If  some  pupil  has  seen 
this  sight  from  Tamalpais  or  the  higher  peaks  east  of  us,  let  him 
tell  about  it.    Get  fog  formations  and  general  wind  direction  clear 
at  this  time. 

References :  Tarr  &  McMurry  Geographies,  (textbooks) . 
Salisbury,  Barrows  &  Tower,  "Modern  Geography," 
pp.  61-62.  (For  the  teachers'  use — a  brief  but  clear 
explanation  of  clouds  and  fog.)  Maps — U.  S.  Geo- 
logical Survey.  Fairbanks,  "Geography  of  Cal- 
ifornia," p.  98. 

Optional  Problem :  A  Study  of  a  Geological  Survey  Map,  using 
the  Tamalpais  Quadrangle.    Teach  meaning  of  contour  lines. 

California  (Study  IV). 

Problem:  To  plan  a  week  end  outing  in  the  Santa  Clara  Valley. 

I.  Make  map  of  coast  section  of  California  from  latitude  38° 
to  36°-30°  approximately  and  inland  to  a  north  and  south  line 
about  through  Stockton. 

II.  Locate:  Important  water  bodies  shown  on  previous  maps  (so 
far  as  they  appear),  Monterey  Bay,  Mt.  Diablo  Range,  Santa  Cruz  \ 

49 


Ranges,  Mt.  Hamilton,  Niles,  Mission  San  Jose,  Gilroy,  Santa  Cruz, 
Redwood  City,  Palo  Alto,  and  others  if  they  come  up  in  discussion. 
Label  counties. 

III.  Pick  out  imagined  destination,  i.  e.,  San  Jose,  Los  Gatos, 
etc.    (After  discussion  with  class.) 

IV.  Discuss  how  one  can  get  there;  railroads  and  auto  roads; 
note  absence  of  mountains  to  be  crossed.    Where  are  the  mountains? 
What  direction?    Note  how  climate  differs  from  that  of  Oakland. 
Explain  why. 

V.  •  Discuss  agricultural  products  to  be  seen  along  the  road.    This 
will  open  up  the  fruit  regions,  especially  the  cherry  industry  of 
our  own  county  and  the  prune  industry  of  Santa  Clara  (Fig.  591, 
Adv.  and  figs.  260  and  265  Intro.).  Let  children  who  have  visited 
these  places  or  have  lived  there,  tell  of  their  experiences.     (A  visit 
to     the     Alameda    Co.     exhibit    at    13th    and    Harrison    will 
be  profitable  if  class  has  not  been  there).      Other    industries 
may  come  up  for  discussion. 

VI.  Points  of  especial  interest  for  discussion  (with  imaginary 
visits) . 

1.  Mt,  Hamilton  and  the  Lick  Observatory  (Fig.  629  Adv. 
Geography) . 

2.  The  old  Mission  San  Jose  (in  our  own  county)  and  tales  of 
the  mission  founders. 

3.  San  Jose  (founded  1781)  was  the  second  pueblo  (town) 
founded  by  the  Spaniards  in  California.     The  Normal 
School.    What  are  Normal  Schools  for? 

4.  The   quicksilver   mine   at   New   Almaden — nature   and 
uses  of  quicksilver   (fig.  615  Adv.   also  Map — fig.   612 
Adv.). 

5.  Stanford  University  (at  the  edge  of  the  valley). 

6.  Santa  Clara  University  (Church  college)  at  Santa  Clara. 
Also  site  of  an  old  mission. 

References:  Tarr  &  McMurry  Geographies  (textbooks). 
Alameda  Co.,  "California,  Farms,  Orchards,"  etc., 
by  Daniel  H.  Bradley,  published  by  the  Board  of 
Supervisors  of  Alameda  County.  (Obtain  at  13th 
and  Harrison.)  Allen,  "Industrial  Studies  United 
States,"  pp.  99-102  (discusses  prunes  only.  Borrow 

50 


copy  from  7th  grade  teacher.)  Alameda  County  Map 
—a  folder  (Obtain  at  13th  and  Harrison  Streets). 
Have  pupils  write  to  Chamber  of  Commerce,  San 
Jose  fcr  material. 

California  (Study  V). 

Problem:  Why  is  Petaluma  known  as  "The  city  of  a  million 
hens?" 

I.    Do  you  have  chickens  at  home?     Do  you  buy  eggs  and 

poultry? 

NOTE:  Children  who  have  the  care  of  chickens  should  be 
given  an  opportunity  to  explain  something  of  their  care,  feed- 
ing, different  breeds,  etc. 

II.  Try  to  learn  from  your  dealer  where  the  eggs  and  poultry 
you  buy  are  produced. 

III.  Make  a  rough  map  of  central  California  from  about  lat. 
37  to  lat.  39.     Locate  main  bodies  of  water  and  chief  cities  as 
on  previous  maps. 

IV.  About  how  many  people  live  in  the  bay  cities?    (Consult 
appendix  and  add.) 

V.  Can  these  people  produce  the    amount  of  eggs  and  poul- 
try they  need? 

VI.  What  regions  near  this  center  of  population  would  be 
suitable  for  poultry  raising?     Would  you  expect  the  poultry 
industry  to  flourish  in  the  high  Sierras?     (See  fig.  520  and  540 
Advance  Geography  and  fig.  A.,  and  232  Intro.  Geography.) 
What  effect  would  the  snow  have  en  poultry  industry?     What 
effect   would   distance  from  market   have?     What  effect  will 
cold  winters  have  on  the  sort  of  houses  chickens  would  require 
and  so    expense?     What    animals    might    be    destructive    of 
chickens? 

NOTE:  It  may  be  said  that  the  first  requirements  for  suc- 
cessful poultry  raising  are:  1.  Near  markets.  2.  Fairly  even 
temperature,  winters  not  too  cold  and  summers  not  too  hot. 
3.  Plenty  of  green  feed,  which  may  be  produced  if  necessary 
by  irrigation. 

VII.  How    does    the    Sonoma    County    regions,    especially 

51 


around  Petaluma  meet  these  requirements?  Study  fig.  580, 
581,  582  Adv.  and  246,  Intro.  Some  children  may  have  been 
in  this  region. 

VIII.    How  does  our  own  country  meet  these  requirements? 
Have  we  much  poultry? 

References:  Tarr  &  McMurry  Advance  Geography,  pp.  593-4. 
Southern  Pacific  Co.,  "Success  with  Poultry  in  Cali- 
fornia." Have  pupils  write  to  the  Chambers  of  Commerce 
at  Santa  Rosa  and  Petaluma  for  information.  Crissey, 
"Story  of  Foods,"  Chapter  XI,  (For  teacher's  use).  Car- 
penter, "How  the  World  is  Fed,"  pp.  126-138.  (General 
for  the  world.  Contains  some  good  illustrations.) 

NOTE:  Do  not  let  this  study  pass  without  indirectly 
inculcating  some  lesson  in  kindness  to  the  creatures  upon 
whom  man  depends.  Where  pupils  have  fowls  at  home, 
emphasize  the  importance  of  sanitary  conditions.  In  the 
care  of  poultry  sanitation  pays  dividends  in  dollars. 
(Civics  and  Hygiene  correlation.) 


California.     (Study  VI). 

Problem:  Why  are  so  many  of  our  homes  finished  in  redwood? 

1.  Have   pieces   of   redwood   brought   to   class.      Visit,   if 
possible,  a  nearby  building  during  erection  and  look  for 
redwood  finish,  doors,  shingles,  etc. 

2.  Schools  near  estuary  may  motivate  by  using  observa- 
tions of  pupils   or  occupations  of  parents  engaged  in 
lumber  trade. 

3.  Let  carpenter's/ and  lumbermen's  children  lead  the  dis- 
cussion :  Arouse  interest  to  know  more. 

4.  How   many   have   been   in   Redwood    Canyon?      Muir 
Woods?     Other  redwood  groves? 

5.  Read  in  encyclopedia  on  redwood  (or  sequoia). 

52 


6.  Draw  rough  map  of  California.    Show  mountain  ranges 
and  the  chief  rivers.     Locate  our  bay,  Humboldt  Bay 
and  Monterey  Bay.     Locate  Oakland,  San  Francisco, 
Eureka,   and   other  cities   that   may  be  mentioned  in 
discussion. 

7.  Redwood  is  really  found  only  in  California.     There  are 
two   varieties:   the  Sequoia   Gigantea   (the  big  trees), 
found  only  in  the  Sierras  (west  slope)  east  of  San  Joaquin 
Valley;  and  the  Sequoia  Sempervirens  (west  slope  of 
Coast    Range    from    Oregon    to    Monterey    Bay,    but 
chiefly  in  Del  Norte,  Humboldt  and  Mendocino  Coun- 
ties).    "Redwood  is  found  along  the  Pacific  Coast  from 
the  Chetco  River  in  Southern  Oregon  to  Salmon  Greek, 
Monterey  County,  California,  a  distance  of  about  500 
miles,  and  rarely  extends  more  than  30  miles  from  the 
sea.     Its  altitudinal  range  is  from  sea  level  to  2,500 
and  occasionally  3,000  feet?    U.  S.  Department  of  Agri- 
culture— Forest    Service.      Silvical    Leaflet    18    (U.    C. 
Library   bound  in   520c,    U   5   f  s,   ml-53)— the   whole 
story  of  the  Sempervirens  except  the  lumber  side  in 
five  pages. 

8.  Discuss  uses  of  redwood,  advantages. 

NOTE:     It  is  pointed  out  that  Eureka  (the  city  of 
redwood  homes)  has  never  had  a  serious  fire. 

9.  Forest  protection,  fire  caution,  conservation.    Write  to 
State  Forester,  Sacramento. 

Suggested  topics.    (Optional). 

California  Redwood  Park  in  Santa  Cruz  Mts. 

References:  Tarr  &  McMurry,  pp.  574-576,  610-611, 
and  Figs.  553,  555,  609-610;  Adv.,  pp.  310-311  and 
319;  Figs.  231,  256,  257,  Intro.  California  Devel- 
opment Board,  Annual  report  entitled  "California, 
Resources  and  Possibilities,"  pp.  54-55  (in  1917  edi- 
tion). Do  not  ask  pupils  to  remember  statistics. 
Southern  Pacific  Company  folder  "Big  Trees  of 
California,"  (Mostly  on  Gigantea,  but  very  good  and 
beautifully  illustrated). 

53 


For  Teacher:  The  Redwood  Lumber  Manufact- 
urers' Association  "The  Home  of  the  Redwood," 
1897,  U.  C.  Library  f520  B321.  (59  pages— well 
illustrated.  Has  map  of  North  Coast  counties.)  The 
Pacific  Lumber  Co.,  "California  Redwood  Lumber." 
(48  pages — nearly  all  illustrations.  Very  good.  U.  C. 
Library  520  m  PI  175.) 

California  (Study  VII). 

Problem:   (Optional)      Why  does  the  North  Coast  Region 
contain  so  many  Mineral  Springs? 

1.  Make  a  map  showing  the  northern  portion  of  the  State. 
See  figure  518,  Advance  and  228  Introductory. 

2.  Show  the  mountain  ranges,  Sacramento  River  and  main 
tributaries,  Eel  and  Klamath  Rivers,  Mt.  Shasta,  Mt. 
Konocti,    Mt.    St.    Helena,    Mt.    Tamalpais    and    Mt. 
Diablo,  and  Mt.  Lassen.    Trace  in  roughly  the  counties 
of  the  north  coast  region.     Locate  Clear  Lake. 

3.  Observe  how  the  coast  mountains  in  the  Klamath  sec- 
tion are  practically  one  range  and  are  divided  near  the 
Bay  region  into  three  ranges  by  (1)  the  Sonoma  Valley 
and  (2)  the  Napa  Valley  and  the  Clear  Lake  region. 

4.  What  is  a  mineral  spring?    (p.  211  Salisbury,  Barrows  & 
Towner.)     Locate  on  the  map  any  mineral  springs  that 
you  have  heard  about. 

5.  Are  there  any  geysers  in  California?    If  so,  locate  them. 
What  is  a  geyser? 

6  Can  you  find  out  what  causes  geysers  and  mineral 
springs?  (NOTE:  this  subject  will  be  treated  more  fully 
when  the  Yellowstone  Park  is  taken  up  in  the  5B 
term.) 

7.  What  is  a  volcano?    Discuss  Mt.  Lasson. 

8.  After  pupils  have  discovered  the  connection  of  these 
phenomena  with  volcanic  action,   let  them  study  the 
make-up  of  Mt.  St.  Helena  and  Mt.  Konocti  for  further 
evidence  of  volcanoes. 

54 


9.    Do    these    volcanoes    cause    the    earthquakes    of    the 
Bay  region? 

10.  What  is  the  cause  of  our  earthquakes? 

11.  Observe  that  Lake  County  has  no  railroads.     Why? 
What  will  be  the  effect  on  freight  costs? 
References:     Tarr  &  McMurry,  Advanced  Geography, 

p.  564  and  figure  539.  Faribanks,  "Geography  of 
California,"  Chapter  13  on  the  Coast  Ranges,  es- 
pecially pp.  104-107  on  ancient  volcanoes  and  the 
earthquake  rift.  Salisbury,  Barrows  &  Towner, 
"Modern  Geography,"  p.  210 — geysers  and  p.  211, 
mineral  springs.  (General  for  teacher's  use.)  Dodge, 
"Physical  Geography,"  p.  164.  Shaler,  "Story  of 
Our  Continent,"  pp.  253-257.  (Very  general.) 

Suggested  Projects: 

1.  Let  pupils  write  to  various  mineral  spring  resorts    ad- 
vertising   in    the    newspapers.      (These    will    be    more 
numerous  in  the  spring  semester.) 

2.  Some  boy  may  be  able  to  get  up  some  simple  apparatus 
to    illustrate    the    working    of    geysers.      The    demon- 
stration and  explanation  of  its  working  will  form  an 
excellent  exercise  in  exposition. 

3.  Children  who  have  visited  some  of  these  springs  may 
be  able  to  write  compositions  on  their  outing. 

4.  The  Chamber  of  Commerce  in  Napa  and  Lakeport  may 
be  able  to  furnish  information  on  their  counties.     (Let 
a  pupil  write.) 

California  (Stud}  VIII). 

Problem:      Why   do   so   many   thousands   of   people   spend 
summer  vacations  in  the  Sierra  Nevada  Mountains? 

1.  Have  pupils  read  Chapter  III,  Introductory  Geography, 
leach  new  vocabulary  by  use  of  pictures,  etc. 

2.  Draw  rough  map  of  California  showing  mountain  ranges 
and  the  two  large  river  systems  (especially  San  Joaquin). 

55 


3.  Locate  Lake  Tahoe,   Mono   Lake,   Owens   Lake   and 
other  lakes.     Locate  Mt.  Whitney,  Yosemite  Valley. 

4.  Study   a  railroad   map   of  California   (p.   550   Adv.   or 
fig.  225  Intro.)     Why  do  you  think  the  whole  eastern 
side  of  the  state  has  so  few  railroads  across  it?     What 
do  the  branches  eastward  from  the  main  line  indicate? 
Why  do  they  not  continue  eastward  to  the  next  north  and 
south  line?    (Connect  with  effect  of  our    Mt.   Diablo 
Ranges  on  railroad  lines.) 

5.  Find  out  how  much  higher  these  mountains  are  than 
our  Berkeley  hills.     Draw  figures  to  represent  Grizzly 
Peak,  Mt.  Tamalpais,  Mt.  Diablo,  Mt.  Lassen  and  Mt. 
Whitney. 

6  What  effect  will  elevation  in  the  Sierras  have  on  cli- 
mate? Why  should  people  from  Sacramento,  Stockton, 
Fresno,  Bakersfield,  etc.,  like  to  go  into  the  Sierras  in 
the  summer  time?  What  does  Sierra  mean?  Nevada? 

7.  Why  do  we  find  snow  in  the  Sierras  all  summer  long? 
What  effect  will  this  have  on  our  rivers? 

8.  Why  do  boys  like  the  mountains?     How  many  of  you 
would  like  to  spend  part  of  a  summer  in  the  Sierras? 
What  part  do  you  prefer?    Why? 

9.  Special  studies.     Lake   Tahoe,    Yosemite   Valley,    Mt. 
Whitney,  Donner  Lake  and  its  story.    Mace,  "Beginner's 
History,"  pp.  22-24   (California  Supplement).     If  any 
pupils   become   interested   in   the   work   of   glaciers   in 
carving  out  mountains,  a  study  of  the  Mt.  Shasta,  a 
sheet  is  outlined  in  Sutherland  and  Sanford  "Practical 
Exercises  in  Geography  Book  II,"  pp.  178-180. 
References:    Tarr  &  McMurry,  Intro.  Chap.  III.,  and 

Index  "Sierra  Nevada  Mountains."  larr  &  McMurry, 
Adv.,  pp.  570-581  and  Index  "Sierra  Nevada  Moun- 
tains." Fairbanks,  "Geography  of  California,"  pp. 
62-77.  Southern  Pacific  Folders,  "1  he  High  Sierra  of 
California,"  "The  Tahoe  Country,  its  Lakes  and 
Streams,"  "Yosemite  National  Park."  The  United 
States  Geological  Survey  Maps  will  furnish  much 
valuable  material  for  the  teacher  who  wishes  to  make 

56 


a  detailed  study  of  some  of  these  regions  before  tak- 
ing   the  topic  up  with  her  class. 

California  (Study  IX). 

Problem:     What  determined  the  location  of  the    Cities  of 
Sacramento  and  Stockton? 

1.  Make   a  rough   map   of  California  showing   mountain 
systems   and  river  systems.      Locate   Sacramento   and 
Stockton. 

2.  On  what  large  river  is  Sacramento?     Name  the  trib- 
utary which  joins  this  river  at  Sacramento.     Can  you 
think   of  any   reason  for  the  name   American   River? 
(Rio  de  los  Americanos.) 

3  What  man  first  settled  at  this  point  (Mace,  " Beginner's 
History,"  p.  21  of  California  Supplement). 

Color  the  region  in  which  gold  was  found  in  the  early  days. 
(Mace,  "Beginner's  History,"  pp.  28-34  of  California 
Supplement.) 

o.  What  would  be  the  easiest  way  before  the  days  of  rail- 
roads for  miners  to  reach  these  regions?  (Review  for 
river  routes  of  Study  II.) 

6.  Why  was  it  impossible  for  all  people  to  mine?      (Em- 
phasize need  of  some  men  to  furnish  supplies  and  do 
other  necessary  work.) 

7.  Had  you  been  interested  in  a  store  in  California,  in  the 
mining  days,  what  sort  of  articles  would  you  have  car- 
ried in  your  store? 

8.  From  a  study  of  the  map  where  would  you  have  wanted 
your  store  to  be  located?       (Consider  nearness  to  and 
need    for    water    transportation    for    imported    goods. 
Bring  -out   advantageous  location   of  Sacramento   and 
Stockton.) 

9.  Why  do  the  ocean  steamers  today  not  go  to  Sacramento 
and  Stockton?     (Discuss  increased  size  of  vessels.) 

10.  Note  that  these  cities  are  still  terminals  of  steamers 
(See  folders  of  California  Nav.  Co.,  S.  P.  Co.,  etc.). 

57 


Problem:  Why  is  it  that  Sacramento  and  Stockton  have 
continued  to  grow  in  spite  of  the  decline  in  importance  of  mining 
and  the  fact  that  San  Francisco  and  Oakland  are  now  the 
shipping  terminals? 

1.  Hunt  for  the  rise  of  other  industries,  grain,  fruit,  berries, 
etc. 

2.  Can  you  find  any  industry  or  industries   which  explain 
the  continued  prosperity  of  these  cities? 

3.  Are  they  so  located  that  they  are  likely  to  grow  in  size 
and   importance  or   do   you   think   they   have   reached 
their    highest    development    as    have    some    European 
Cities?     (Study  their  position  as  shipping  centers  for 
the  products  of  the  valleys.     Note  the  railroad  lines.) 
References:    Tarr  &  McMurry  texts:   Adv.  pp.  665-570; 

606,626-7,  634-5;  Intro.,  pp.  315-317.  Mace,  "Be- 
ginner's History,"  (Textbook  California  Supple- 
ment). See  Index  under  Sacramento,  Stockton. 
Sutter,  Sutter's  Fort,  Mining  Camps,  Marshall, 
Fairbanks,  "Geography  of  California,"  Chapter  XII, 
(esp.  pp.  85).  S.  P.  Co.,  "California  for  the  Settler," 
(esp.  pp.  13-21).  California  Development  Board, 
"California  Resources  and  Possibilities."  Adver- 
tising pamphlets  on  the  Valley  Counties.  (Obtain 
at  California  Development  Board,  Ferry  Building, 
or  write  to  local  Chamber  of  Commerce.) 

California  (Study  X). 

Problem:  To  find  out  where  our  oranges  grow. 

1  Find  out  how  many  carloads  of  oranges  were  shipped 
from  California  last  year.  (See  last  report  of  California 
Development  Board  or  publications  of  Citrus  Protective 
League.)  Suppose  there  are  forty  cars  to  a  train,  how 
many  trains  will  this  make? 

2.  What  parts  of  California  produced  oranges?  Show  on 
rough  outline  map.  What  part  produced  the  most  of 
them? 

3     Make  rough  outline  map  of  southern  part  of  California. 

58 


Show  Tehachapi,  Sierra  Madre,  and  San  Bernardino 
Ranges,  Mt.  Lowe,  Mt.  San  Bernardino,  Mohave  Desert, 
Salton  Sea,  Death  Valle>. 

4.  Study  figure  245  Introductory,  also  figure  572  Advanced. 
Do    you    think  oranges  or  lemons  would  thrive  in  the 
mountains?    Why?    From  the  great  number  of  oranges 
in  Southern  California  in  the  valley  regions,  what  do 
you  conclude  as  to  the  clmiate? 

5.  How  much  rainfall  does  this  part  of  California  get? 
What    do   you    conclude    from   the    deserts   you    have 
shown?     In  the  region  nearer  the  coast  away  from  the 
desert  do  you  find  any  large  rivers?     See  map,  figure 
537,    Advanced   or   244   Introductory,    also   figure   553 
Advanced. 

6.  Note  the  county  just  south  of  Los  Angeles  County. 
Why  do  you  suppose  it  has  this  name?    Locate  River- 
side and  Redlands.     These  are  centers  of  the  orange 
industry. 

Suggested  Topics:  A  history  of  orange  industry  in 
California,  (fig.  594  Advanced).  (b)  What  are 
citrus  fruits?  (Cut  citrus  fruits  in  half;  compare  with 
peach,  apple,  pear,  etc.)  (c)  How  do  Southern 
California  oranges  reach  us?  (Study  of  the  main 
railroad  and  steamship  routes.) 

References:  Tarr  &  McMurry,  (Texts),  Intro,  pp. 
298-301;  Adv.  pp.  586-589,  601-604.  California  De- 
velopment Board,  California  Resources  and  Possi- 
bilities, 1916,  pp.  15,  26,  27,  48,  49.  (Good).  Chamber 
of  Commerce  Bulletins  (Have  pupils  write,  especially 
to  Orange  and  Riverside  Counties). 

Problem  (Optional).  Why  has  Los  Angeles  become  the  largest 
city  in  this  region?    (Now  also  the  largest  in  California.) 

1.  Locate  this  city.  Study  picture  fig.  574  Adv.  (or  be- 
tween pp.  148-9  Introductory).  Does  this  look  like  a 
modern  city? 

7.  How   is   it   situated    as   regards    the    orange    country? 
What  other  fruits  might  grow  in  the  same  climate  as 

59 


oranges?      Do   these   really   grow   near    Los    Angeles? 
(See  references  above.) 

3.  Noyte  the  map  of  Southern  California  (fig.  537  Adv.  or 
244  Intro.).    What  about  the  railroads?     If  you  were 
running  a  store  in  most  of  the  towns  of  this  region, 
where  would  you  send  when  your  stock  was  running 
low?    If  you  were  running  a  store  in  Bakersfield,  should 
it  cost  you  more  or  less  in  freight  charges  to  get  your 
goods   from    Los    Angeles   wholesalers   than   from    San 
Francisco  wholesalers? 

4.  Study    an    automobile    map    of    Southern    California. 
Why  do  so  many  roads  lead  to  the  coast?     Are  these 
roads  kept  in  good  condition?     If  you  were  a  wealthy 
person  with  business  interests  in  N.  Y.  or  New  England 
where  the  ground  is  covered  with  snow  in  winter,  should 
you  like  to  spend  your  winters  in  Los  Angeles? 

California  (Study  XI.) 

Problem:  (Optional).  Why  should  San  Diego  become  a  great 
city? 

1.  Locate  San  Diego  on  a  rough  map  of  California. 

2.  Make    a   drawing   of   San    Diego    Harbor.      (Southern 
Pacific  Co.,  Map  of  California,  or  publications  of  the 
San  Diego  Chamber  of  Commerce,  or,   Advanced   Geo- 
graphy fig.  537  or  Intro.  244.) 

3.  Is  this  harbor  deep?    Is  it  protected  from  the  winds? 

4.  Has  it  been  long  known  to  man?     (This  was  the  point 
at  which  upper  California  was  discovered.     See  Mace, 
"Beginner's    History,"    pp.    4-9    of    California    Supple- 
ment.) 

5.  Note  map  of  the  United  States,  fig.  44  Adv.  and  fig. 
124  Intro.     Does  not  San  Diego  seem  the  nearest  port 
for  many .  of  the  people  in  the  central  portions  in  the 
United  States  to  get  goods  from  the  Orient?     Measure 
distance  from  Chicago,  St.  Louis,  Denver,  etc.,  to  San 
Diego   and   compare   with   distance   to   San   Francisco 
Bay. 

60 


6.  Study  the  relief  map  fig.  45  Adv.,  also  figs.  516  Adv.  and 
283  Intro.     Do  there  seem  to  be  difficulties  in  the  way 
of  using  San  Diego  as  the  main  port  for  getting  goods 
from  the  Orient? 

7.  Study   a   railroad   map   of  the   United   States   and   of 
California.     Is  there  a  direct  railroute  from  San  Diego 
to  Chicago?    (Note  that  Santa  Fe  line  passes  through 
Los  Angeles.     Another  line  passes  into  Mexico.     Why 
not  directly  toward  Chicago?)     What  effect  should  a 
railroad  through  mountains  have?     Why  will  such  a 
road  be  very  expensive? 

8.  Would  San  Diego  have  a  better  chance  for  develop- 
ment if  it  were  located  at  San  Pedro?     (Distance  les- 
sened— mountain  barriers  not  so  serious.) 

9.  What  effect  will  the  climate  of  San  Diego  have  upon 
its  desirability  as  a  home  city?     (San  Diego  advertises 
the  fact  that  it  "uses  the  shortest  thermometer  in  the 
world.")     (Explain.) 

10.    Study  picture  facing  p.  153  Intro.     What  does  it  indi- 
cate about  importance  of  the  city? 

Suggested  topics:  (a)  Why  was  an  exposition  held  at 
San  Diego  in  1915-1916?  Did  you  attend?  Did 
any  one  you  know  attend?  (b)  The  semi-precious 
gems  of  San  Diegc  County.  (An  important  industry, 

,   Adv.  p.  615.) 

References:  Tarr  &  McMurry  (Texts).  Board  of  Super- 
visors and  Chamber  of  Commerce;  San  Diego,  City 
and  County  Advertising  Pamphlets. 

5B    COURSE. 
INTRODUCTORY 

Methods.     See  suggestions  offered  in  outlines  for  5A  Geography 
>p.  1-3. 

General  Scope.     The  general  topic  for  the  semester's  study  is 
lie  United  States. 

Brief  Approach.    Recall  to  the  pupils  that  we  have  studied  some 
)f  the  outstanding  features  of  California,  extending  our  investiga- 

61 


tions  as  far  as  the  top  of  the  Eastern  barriers.  Review  briefly  the 
large  features  of  California;  also  the  general  physical  features  of 
the  Continent  of  North  America.  (5A  outlines  pp.  4-5.) 

United  States,  (Study  I) :    The  Great  Basin 

1.  Note  on  the  map  that  California  takes  in  quite  a  strip 
of   land   east   of   the   mountain   barriers   to   which   we 
studied. 

2.  As  we  stopped  our  California  Study  in  the  south,  let 
us  imagine  ourselves  taking  a  trip  from   Oakland   to 
Los   Angeles.      By   what  railroads   may  we  get   there? 
(Fig.  519.)     (NOTE:    All  references  are  to  larr  and  Mc- 
Murry     Advanced     Geography — State     Text  —  unless 
otherwise  indicated.)     Review  what  we  may  see  along 
the  route.     (For  S.   P.  lines  consult  folder  "Wayside 
Notes  Along  Sunset  Route;"     for  Santa  Fe,  see  folder 
"By  the    Way,") 

3.  On   an   outline   map   of  the   United   States   locate   the 
Sierra  Nevada  Mountains,  the  San  Bernardino  Range, 
and  the  railroad  over  which  we  have  been  travelling. 

4.  At  Los  Angeles.     Why  an  important  city?     Note  its 
situation  for  a  railroad  center  of  the  southland.     Hunt 
the   passes   through   the   mountains   to   the   eastward. 
Why   hunt   passes?      What   are   the   railroad   lines   to 
eastern  points?     Let  us  imagine  ourselves  taking  the 
Los  Angeles  Limited  train  of  the  Salt  Lake  line  en  route 
for  Salt  Lake  City. 

5.  Locate  Salt  Lake  City  and  Los  Angeles  on  your  outline 
map.     (Fig.  44  or  131.)    Use  the  latitude  and  longitude 
lines  to  help  you.      (At  this  point   teach  the  meaning 
of  these  lines,  pp.  39-44.) 

6.  Now  draw  on  your  map  the  Salt  Lake  Route  you  are 
travelling   over.      Study   Fig.    130.      Would   it   appear 
possible  to  build  this  line  without  crossing  very  high 
mountains?     Can  you   tell  from   Fig.    130  how   much 
higher  the  ground  is  above  sea  level  at  Salt  Lake  City 
than  it  is  at  Oakland  or  Los  Angeles?   Since  you  cannot, 
that    map   is   not   satisfactory.      Consult   the   railroad 
time  table.    (Salt  Lake  Route:  "The  Way  to  the  East," 

62 


pp.  12-13.)  Now  study  the  large  relief  map  in  the 
School  room.  How  do  you  think  you  would  like  to  be 
a  civil  engineer  engaged  in  surveying  rights  of  way  for 
railroads?  (Optional:  Talk  to  your  father  or  some 
friend  or  read  about  this  life  and  write  a  paper  telling 
what  sort  of  duties  and  experiences  one  would  have.) 

7.  At  Salt  Lake  City.     (Fig.  131— lower.)  What  body  of 
water  will  you  see?     Is  it  larger  or  smaller  than  San 
Francisco  Bay?     How  much?    Draw  this  lake  on  your 
map.    What  range  of  mountains  can  you  see  from  the 
city?     Show  them  on  your  map.     Are  they  as  high  as 
Mt.  Diablo?  The  Sierras?    Are  they  snow  clad?    (Brig- 
ham  and  McFarlane:     Essentials  Book  II.,  Figs.  233- 
238.)     Find  out  what  you  can  about  Salt  Lake  City. 
(See  p.  159.    Also  Cyclopedias.) 

8.  Now  let  us  return  to  Oakland  as  quickly  as  possible. 
What   railroad  provides   the   most   direct  line?      (Fig. 
227.    Note  that  W.  P.  line  is  now  shown.)    Let  us  study 
the  character  of  the  country  from  the  car  window.   (S.  P. 
folder   "Wayside   Notes   along  Ogden   Route."      Keep 
map  before  you.)  Study  especially  the  Great  Salt  Lake. 
(How  would  you  like  to  swim  in  it?)  the  serrated  moun- 
tain ranges  of  Nevada,  Humboldt  River,  Carson  Sink, 
and  Reno.     Review  California  points  after  we  enter 
the  State,  especially  the  mountains,  Sacramento  River, 
Sacramento  City,  and  the  Delta  region. 

9.  Study  together  a  good  relief  map  of  the  Western  United 
States.     See  Fig.   43    (poor).     Show  the  geographical 
boundaries   of  the   Great   Basin   on    your    own    map. 
General  directions  are  given  in  Sutherland  and  San- 
ford,  ''Practical   Exercises   in    Geography,  Book  I,"  p. 
154  (correct  "Truckee  Lake"  to  read  "Lake  Tahoe"). 
For    a    good    map,    see    Fairbanks,    "Western    United 
States,"  p.  97. 

Suggested  Problems.  (Groups  of  children  may  work 
on  each  of  these  problems.  Let  the  general  clearing 
up  of  the  difficulties  constitute  the  basis  of  two  or 
more  real  socialized  recitations. 

1.    Why  is  the  Great  Basin  so  dry?     (Some  suggestions 
63 


helpful  to  a  teacher  are  given  by  Sutherland  and  San- 
ford,  op.  cit.  page  154,  Exer.  2.) 

2.  If  the  climate  should  change  and  the  rainfall  in  the 
Great  basin  become  very  heavy,  by  what  path  would 
the  water  escape  to  the  ocean?     (Needs  an  excellent 
relief  map  and  a  continuation  of  study  in  No.  9  above.) 

3.  Do  many  people  live  in  the  Great  Basin?  Why?    (Census 
figures  in  Appendix;     also  Sutherland  &  Sanford,  pp. 
156-7,  Exer.  5.) 

4.  What  are  the  chief  occupations  of  the  people  in  the 
Great   Basin?      (Textbook,   pp.    150-163   passim.   Figs. 
137-8.    Get  other  pictures  if  possible.) 

References:  Tarr  &  McMurry,  Adv.  Geography, 
(State  Text),  pp.  147-176.,  passim,  (and  as  above). 
Brigham  &  Macfarlane,  "Essentials,  Book  II."  pp. 
155-172.  Fairbanks,  "Western  Untied  States,"  pp. 
95-123.  Fairbanks,  "Geography  of  California," 
chap.  XII.  (For  teacher  only.  Treats  of  California 
portion  of  the  Great  Basin.)  Sutherland  &  Sanford, 
"Practical  Exercises  in  Geography,  Book  I,"  chap. 
XII.  (Two  pages  of  descriptive  matter,  five  exer- 
cises, and  one  problem  and  references.  Very  sug- 
gestive for  the  teacher.)  McMurry,  C.  A..  "Type 
Studies  in  the  Geography  of  the  United  States," 
pp.  252-260.  (Good.)  Chamberlain,  "North  Amer- 
ica," pp.  134-142.  Carpenter,  "North.  America." 
pp.  256-264. 

Correlation:  Ample  opportunity  offers  for  correlation 
with  the  work  in  composition.  A  practical  exercise 
in  Arithmetic  may  be  worked  out,  in  computing 
the  mileage  of  such  a  round  trip,  the  number  of  days 
required,  the  cost  on  a  mileage  basis,  or  with  total 
cost,  the  average  cost  per  mile  travelled,  number  of 
nights  one  must  spend  in  sleeper,  cost  of  sleeping 
car,  cost  of  dining  car  service  at  a  fixed  amount 
(set  by  the  teacher)  for  breakfast,  lunch,  dinner,  etc. 

United  States  (Study  II.) :     The  Columbia  Plateau. 

1.    Study  a  relief  map  of  the  western  part  of  the  United 
States.      (Brigham   &   McFarlane   II.      Maps   on   p. 

64 


156  and  p.  174  are  good.)     State  Text,  figures  130, 
131,  132,  will  help  some,  but  do  not  show  elevation. 

2.  Observe  direction  of  the  rivers  just  north  of  the  Great 
Basin.     When  we  reach  this  country  we  have  therefore 
crossed  the  northern  rim  of  the  Great  Basin.     We  now 
want  to  find  out  about  this  regipn. 

3.  Let  us  start  north  from  Oakland  by  S.  P.  Shasta  Route. 
Observe  the  two  California  mountain  ranges  on  our 
right  and  left.    (See  S.  P.  folder,  "Wayside  Notes  Along 
Shasta  Route.")    Where  do  they  come  together?    Name 
this  peak.     How  many  high  ranges  do  you  note   north 

.  of  this  point?  Name.  Pick  out  the  highest  points. 
(Be  sure  to  locate  Shasta,  Hood  and  Rainier.  Although 
off  the  plateau  proper  Mt.  Baker  should  be  noted.) 
How  do  these  peaks  compare  with  Mt.  Tamalpais, 
Mt.  Diablo,  Mt.  Whitney? 

4.  How    was    this    mountain    system    probably    formed? 
(Text  pp.  4-6.)    What  is  the  explanation  of  these  peaks? 
(pp.  6-8.) 

5.  What  great  river  system  cuts  through  this  mountain 
chain? 

6.  On  an  outline  map  of  the  United  States:    (1)  show  the 
coast  line  and  Puget  Sound,   (2)  locate  the  mountain 
ranges  you  have  been  studying  and  the  highest  peaks, 
(3)  the  great  river  system   (Columbia).      Let  us  trace 
the   branches   of   this   river   to   learn   what   country  it 
drains.    (Fig.  131.) 

7.  What  mountain  system  seems  to  be  the  eastern  boun- 
dary of  this  region?     Show  this  on  your  map. 

8.  In  what  states  does  this  country  lie?    Observe  that  two 
of  these  extend  westward  to  the  Pacific.     Show  these 
State  boundaries  on  your  map. 

9.  Do  there  seem  to  be  as  many  ridges  in  this  plateau  as  we 
saw  in  the  Great  Basin?  (Fig.  130.)     The  explanation 
of  this  is  that  the  valleys  have  been  filled  many  cent- 
uries ago  by  a  flow  of  lava  from  the  volcanoes  which 
you   have   already   discovered  in  the   Cascades.      (See 
pp.  149  to  150.    If  possible  the  teacher  at  least  should 

65 


read  "How  the  Columbia  Plateau  was  Made"  in  Fair- 
banks, "The  Western  United  States,"  pp.  19-30.) 

10.  How   can   soil   be   formed   from   lava   rock?      (Shaler, 
"Story  of  Continent."  See  index,  also  Dodge,  "A  Reader 
in  Physical  Geography,"   See  index.) 

11.  Locate  the  chief  city  in  the  plateau  (Spokane)  and  note 
what  your  book  says  about  it.     Compare  with  Oakland 
in  size.     What  sort  of  activities  are  carried  on  around 
it?   Is  there  plenty  of  rainfall  in  this  region? 

12.  Let  us  examine  the  region  between  the  plateau  and  the 
ocean.     Notice  the  many  small  mountain  chains  near 
the  coast  with  two  low  big  areas — one,  the  Willamette 
Valley;  the  other,  so  low  that  it  is  filled  with  water— 
Puget  Sound.    Show  on  your.  map. 

13.  Note  the  cities  in  the  Willamette  Valley.  Why  so  many? 
Which  is  the  largest?     Note  the  cities  on  Puget  Sound. 
Show  on  map.     Compare  these  in  size  with  Oakland. 
What  do  you  think  will  be  the  chief  occupations   of 
these  people? 

References:  Tarr  &  McMurry  (State  Text),  Adv. 
Geog.,  pp.  4-8,  147-176,  passim.,  Figs.  130,  131,  132. 
Brigham  &  McFarlane,  Essentials  II,  pp.  173-184, 
especially  sec.  249  and  part  of  sec.  252.  Fairbanks, 
"Western  United  States,"  pp.  19-30.  (Very  good;  also 
several  good  pictures.)  Chamberlain,  "North  America," 
Chapter  XVII.  (General.) 

Optional  Problems: 

1.  What  city  should  always  be  the  chief  city  in  Oregon? 
(A  study  of  Portland's  excellent  situation.) 

2.  Why  are  there  so  many  cities  on  Puget  Sound?    Which 
ones  should  grow  most  rapidly?  Search  for  railroad  lines. 

3.  Find  out  why  the  Yakima  Valley  is  a  great  fruit  region? 

4.  How  was  Crater  Lake  formed?     Why  is  this   country 
reserved  as  a  National  Park?    (See  S.  P.  Folder  on  Crater 

•          Lake.) 

5.  Locate  the  national  parks  in  this  country  and  explain 
distinctive  features  of  each. 

66 


United  States  (Study  III):   The  Colorado  Plateaus. 

1.  See  Fig.  43,  (State  Text).    Let  us  imagine  ourselves  on 
top    of    the  Wasatch  Mountains  about  the  middle  of 
Utah  State.     We  can  now  look  down  upon  some  of  the 
U.  S.  Government's  Indian  Reservations. 

2.  In  the  distance  far  to  the  eastward,  we  may  see  the 
main  portion  of  the  Rocky  Mountain  System  and  pos- 
sibly Pike's  Peak  (about  the  center  of  Colorado). 

3.  Long  chains  of  mountains  seem  to  extend  toward  us 
from  this  main  chain. 

4.  In  the  valleys  between  these  are  large  rivers  which  come 
together  in  the  southeast  portion  of  Utah  and  form  the 
Great  Colorado  River.    The  main  part  of  this  plateau  is 
like  the  great  Basin,  about  a  mile  above  the  level  of 
the  sea. 

5.  (a)    On  an  outline  map  of  the  U.  S.  show  the  Cascade 
Range  of  the  Sierra  Nevadas,   the  Coast  Range,   the 
main  portions  of  the  Rocky  Mountains,  the  Wasatch 
Mountains,      (b)      The  Sacramento  and  San  Joaquin 
Rivers,  the  Colorado  River  and  tributaries,  the  Colum- 
bia River,     (c)  The  Great  Salt  Lake,     (d)   Label  the 
Colorado  Plateau,  Great  Basin,  and  Columbia  Plateau. 

6.  Study  the  wonders  of  the  canyon  of  the  Colorado.     It 
is  a  good  sample  of  erosion  on  a  large  scale.     Colorado 
means  "red"  in  Spanish  and  refers  to  the  muddy   ap- 
pearance of  the  stream.     Dr.  Fairbanks  says  that  one 
cubic  foot  of  water  near  the  mouth   contains  nearly 
six  cubic  inches  of  sediment.     (Western  U.  S.,  p.  6.) 
(Get  as  many  pictures  as  possible  to  show  'the  gorge 
and  its  coloring.) 

7.  The  wonderful  Imperial  Valley  where  the  soil  depth  is 
known  to  be  500  feet  has  been  made  by  this  river.    It 
is  estimated  that  the  Gulf  of  California  once  extended 
as  far  north  as  Indio,  Riverside  County.     (Get  S.  P. 
folder  on  Imperial  Valley.) 

References:  Tarr-&  McMurry  (State  Text)  Adv.  Geog., 
esD.  165-169,  149,  152,  and  maps.  Fairbanks,  "The 
Western  United  States,"  pp.  1-18  inclusive.  (Very 

67 


good.)  Brigham  &  McFarlane,  II,  pp.  155-172, 
passim,  esp.,  161.  McMurry,  "Pioneers  of  the 
Rocky  Mountains,  and  the  West,"  pp.  114-164. 
(Extracts  largely  in  quotation  from  Major  Powell's 
account  of  his  journey  through  the  Grand  Canyon 
in  1869.  Should  be  read.)  Various  railroad  folders 
and  other  advertisements  of  the  wonders  of  the 
canyon.  Chamberlain,  "North  America,"  pp.  126- 
133.  (Brief,  but  good.) 

(Study  IV) :  The  Rocky  Mountains  (The  Ridge). 

1.  Study  map  fig.  10  (Adv.  Geography).     What  seems  to 
be  the  eastern  rim  of  the  three  regions  we  have  been 
studying.    What  is  its  length?    (Alaska  to  Panama.) 

2.  Turn  to  figures  43  and  45.     How  can  you  tell  where 
the  highest  part  of  this  rim  is?  (Lead  to  answer  from  the 
study  of  the  direction  of  streams.) 

3.  Consult  figures  42  and  43.     What  is  the  name  usually 
applied  to  the  area  we  are  now  studying? 

4.  Study  figure  44,   western  section.      From  the  streams 
shown,    locate    the    highest    points    of    this    mountain 
system?     Fiud  them  also  on  figures  130  and  131. 

5.  From  figure  131,  pick  out  and  make  a  list  of  the  highest 
peaks.      Compare    them    with    Mt.    Tamalpais;       Mt. 
Diablo;  Mt.  Whitney. 

6.  Find  the  state  of  Colorado  (figure  131).     Observe  the 
rivers.      What   portions   of   the   state   seem   to   be   the 
highest?     Find  out  (from  a  railroad  folder,  if  you  need 
to)  how  high  Denver  is  above  the  sea  level. 

7.  What  do  you  think  might  be  the  chief  occupations  of 
the  people  of  Colorado?     Why?     Consult  some  books 
to  see  if  they  agree  with  you.     (In  your  text-book,  see 
index  under  "Colorado"  and  "Denver.") 

8.  Make  a  list  of  all  the  things  you  can  think  of  that  are 
mined  out  of  the  earth.    Read  your  text-book  and  other 
books  to  see  which  of  these  minerals  are  found  in  these 
mountains. 

68 


9.  Make  a  map  of  the  United  States  from  this  point  west 
to  the  Pacific  showing  the  various  mountains  and  pla- 
teaus you  have  studied.  Print  neatly  the  name  of  each 
mineral  in  the  place  where  it  seems  to  be  most  com- 
monly found. 

10.  What  effect  do  you  think  these  mountains  had  on  the 
westward  movement  of  the  American  people?    To  what 
part   of   the   Pacific    Coast   did   Americans   first   come 
overland?     Who  were  the  leaders?     (See  your  history 
pp.  244-253;  also  encyclopedias.)     Show  on  a  map  how 
these  people  got  through  the  Rocky  Mountains.     (The 
Northern  Pacific  Railroad  now  follows  their  route  much 
of  the  way.) 

11.  Hunt  other  passes  through  these  mountains  and  note 
their  effect  on  railroad  building.     (Study  figure  227.)    If 
railroads  had  not  been  developed,   what  effect  would 
these  mountains  have  had  on  our  population? 

12.  Make  a  study  of  one  of  our  great  National  Parks.  NOTE: 
If  pupils  or  teacher  have  visited  one  of  these,  let  this 
fact  determine  the  one  selected  for  study.     If  there 
is  no  first  hand  experience  to  be  had,  the  following  are 
suggested  (a)  Yellowstone  with  its  geysers,  hot  springs, 
and  highly  colored  mineral  deposits.     "It  has  a  canyon 
gorgeous  with  all  the  colors  and  shades  of  the  rainbow, 
and  it  is  literally  the  greatest  wild  animal  sanctuary 
in  the  world."  (b)  "The  Glacier  National  Park  was  made 
by  the  earth  cracking  in  some  far  distant  time  and  one 
side  thrusting  up  and  overlapping  the  other.     It  has 
cliffs  several  thousand  feet  high  and  more  than  sixty 
glaciers  feed  hundreds  of  lakes.     One  lake  floats  ice- 
bergs all  summer.     This  scenery  is  truly  Alpine."     (c) 
The    Rocky    Mountain    National    Park    near    Denver 
which   "straddles   the   Continental   Divide   at   a   lofty 
height,    with    snowcapped    mountains   extending   from 
end    to    end.      Its    glacier    records    are    remarkable." 
From     "Glimpses    of    our    National    Parks,"     pp.    4 
and    6,    passim.       (d)    "The    Mesa    Verde  National 
Park   hides   in   its   barren   canyons   the   well-preserved 
ruins  of  a  civilization  which  passed  out  of  existence  so 
many  centuries  ago  that  not  even  tradition  recalls  its 
people."   Glimpses  of  our  National  Parks,  p.  6. 


Suggested  Problems  (Optional). 

1.  By  what  railroad  could  you  most  readily  reach  Denver 
from  Oakland?    Trace  its  course  showing  by  what  route 
it  reaches  Denver.    (W.  P.  D.  &  R.  G.) 

2.  Why  did  the  U.  S.  establish  a  mint  in  Denver? 

3.  Would  you  expect  Denver  to  be  a  healthful  city  or  not? 
Why? 

4.  A  physiographical  study  of  the  "mountain  parks"   or 
intra   montane    valleys    of    Colorado    (Sutherland    and 
Sanford;  "Practical  Exercises  I,"  p.  131  has  an  exercise 
outline). 

References:  Tarr  &  McMurry,  "Advance  Geography." 
(State  Text),  see  Index.  Brigham  and  McFarlane, 
"Essentials,  Book  II,"  pp.  155-172  (esp.  map,  p.  1). 
McMurry,  C.  A.,  "Larger  Types  of  American  Geo- 
graphy," (including  the  regions  studied  up  to  this 
point  in  this  course),  pp.  83-93,  "The  First  Pacific 
Railroad."  Fairbanks,  "The  Western  United  States." 
(Furnishes  possible  topics  for  extra  reports  by  very 
industrious  children,  e.  g.  "The  Pony  Express,"- 
pp.  198-204;  "The  Mud  Volcanoes  of  the  Colorado 
Desert,"  pp.  70-74;  "The  Story  of  Lewis  and  Clark," 
pp.  151-161,  etc.  McMurry,  C.  A.,  "Pioneers  of  the 
Rocky  Mountains  and  the  West."  (Good  supple- 
mentary reading  for  bright  pupils,  esp.  Chap.  I,  on 
"Lewis  and  Clark;"  and  Chapter  II  on  "Fremont's 
First  Trip  to  the  Rocky  Mountains."  Sutherland 
and  Sanford,  "Practical  Exercises  in  Geography,  Book 
I,"  pp.  129-133  (Valuable  for  teacher).  Geograph- 
ical Readers  on  "North  America,"  as  Carpenter  and 
Chamberlain.  For  National  Parks,  use  U.  S.  Gov- 
ernment Publications.  Obtain  from  Supt.  of  Docu- 
ments, Washington,  D.  C.  for  35c.  the  National 
Parks  Portfolio.  (Ask  your  principal  if  there  is  one 
in  the  school.)  Obtain  free  from  Director  of  National 
Parks,  Dept.  of  the  Interior,  Wash.,  D.  C.  (1) 
"Glimpses  of  Our  National  Parks,"  (48  pp.  General.) 
(2)  General  Information  regarding  Yellowstone  Na- 
tional Park,  (3)  General  information  regarding  Glacier 

70 


National  Park,  (4)  General  information  regarding 
Rocky  Mountain  National  Park,  (5)  General  in- 
formation regarding  Mesa  Verde  National  Park,  or, 
if  you  prefer  one  of  the  Western  Parks  get  pamphlet  in 
the  same  series  for  either  Crater  Lake  National  Park 
or  Mount  Ranier  National  Park,  Yosemite  National 
Park,  Sequoia  and  General  Government  National 
Parks  (on  the  trees).  The  U.  S.  Government  also 
publishes  four  excellent  Guide  Books  for  Western 
U.  S.,  primarily  for  travelers  on  the  railroads  to  he 
had  in  libraries  or  from  Supt.  of  Documents  at  50c. 
each:  "U.  S.  Geological  Survey  Bulletin,  No.  611  on 
the  Northern  Pacific  Route  with  side  trip  to  Yellow- 
stone;" UU.  S.  Geological  Survey  Bulletin,  No.  612 
on  the  Overland  Route  with  side  trip  to  Yellowstone;" 
UU.  S.  Geological  Survey  Bulletin  No.  613  on  the 
Santa  Fe  Route  with  side  trip  to  Grand  Canyon  of 
Colorado;"  and  "U.  S.  Geological  Survey  Bulletin,  No. 
614  on  the  Shasta  Route  and  Coast  Line." 

(Study  V) :  General  Survey  of  the  Great  Central  Valley. 

Suggested  outline  (for  directing  study  of  the  pupils). 

1.  See  map  fig.  45  (Adv.  Geog.).    Put  your  finger  on  the 
Ridge  of  Rocky  Mountains  that  you  have  been  studying. 

2.  Move  your  finger  eastward  (what  direction?)  until  you 
find  another  system  of  mountains.     Name  these  moun- 
tains (see  fig.  42).    Learn  to  spell  this  name. 

3.  Here  we  seem  to  have  a  great  valley — more  than  half 
of  all  our  nation.     How  does  the  extra  rainfall  in  this 
region  reach  the  ocean?    Study  map  closely.     (Do  not 
allow  answers  too  quickly.      Cause  pupils  to  observe 
great    Mississippi    River   system,    other   waterways   to 
Gulf  of  Mexico,  the  Lake  drainage  system  and  the  Hud- 
son Bay  drainage,  especially  the  Red  River  of  the  North, 
fig.  42.) 

4.  Study  fig.  44.     Observe  the  Great  Lakes.     How  many 
lakes  are  there?   Name  them.   Are  they  larger  or  smaller 
than  Great  Salt  Lake?    Than  S.  F.  Bay?  (Lake  Mich- 
igan, the  second  largest  of  the  lakes  is  about  325  miles 

71 


long  and  75  miles  wide,  i.  e.  it  would  about  fill  up  the 
Sacramento  and  San  Joaquin  Valleys  from  Chico  to 
Bakersfield.  Lake  Superior  is  about  one-third  larger 
being  the  largest  body  of  fresh  water  in  the  world.  On 
a  ship  on  this  lake  one  can  be  nearly  as  far  from  either 
side  as  from  Oakland  to  Sacramento  and  so  entirely  out 
of  sight  of  land.)  Find  out  if  these  lakes  are  salty?  If 
salty,  why?  If  not,  why?  (Discuss  their  outlet.)  Which 
are  highest  above  sea  level?  Why?  Read  about  the 
Great  Niagara  Falls.  (See  fig.  64.) 

Can  you  find  any  other  lakes  in  this  region?  (Minn, 
only.)  Discuss  what  general  absence  of  lakes  indicates 
as  to  drainage,  slope,  etc., 

Make  outline  map  of  U.  S.  showing  the  important 
mountain  systems,  the  two  oceans,  the  Gulf  of  Mexico, 
the  Great  Lakes,  Great  Salt  Lake,  Puget  Sound,  S.  F. 
Bay;  and  rivers  as  follows:  Columbia,  Sacramento, 
San  Joaquin,  Colorado,  Rio  Grande,  Mississippi, 
Missouri,  Platte,  Arkansas,  Red,  Ohio,  Red  of  the  North, 
St.  Lawrence. 

Notes  for  the  Teacher:  (1)  Preparatory  to  studying 
the  climate  of  the  Mississippi  Valley,  have  pupils 
study  zones  and  seasons,  pp.  242-243;  read  over  winds, 
pp.  244-248;  and  study  rains,  pp.  248-252.  (2) 
(Optional)  "Standard  Time,"  pp.  44-46  (merely  the 
general  notice).  (3)  Divisions  of  the  Great  Valley 
Region.  Tell  pupils  that  we  have  noticed  three  ways 
by  which  water  from  this  region  reaches  the  ocean. 
It  is  clear  from  the  flow  of  rivers  that  some  parts  are 
much  higher  above  sea  level  than  others  and  some  are 
nearer  high  mountains  all  of  which  affects  products, 
etc.  Therefore,  we  shall  study  this  region  by  sections. 
See  fig.  43  for  the  names  generally  applied  to  these 
regions.  Our  next  study  will  be  the  Great  Western 
Plains. 

References:  Tarr  &  McMurry,  "Adv.  Geog."  (as 
above  indicated).  Brigham  &  McFarlane,  "Essen- 
tials II,"  esp.  maps  of  South  Central  States,  fig.  179; 
and  North  Central  States,  fig.  202.  Geographical 
Readers  on  Mississippi  River,  Great  Lakes,  Niagara 
Falls,  etc.  Encyclopedias. 
72 


(Study  VI):    "The  Great  Plains"  or  Plateaus. 

A.  Definition  and  General  Description. 

I.  "The  Western  border  of  the  Great  Plains  constitutes  the 
foothills  of  the  Rocky  Mountains.    The  slope  eastward  is  very 
gentle,   the  plains   finally  merging  into  the  Lake  and  Prairie 
Plains.     The   altitude  of  the  higher  western  portion  reaches 
four  to  six  thousand  feet,  while  at  the  eastern  border  it  drops 
to  about  one  thousand  feet." 

II.  "The  drainage  is  generally  eastward,  many  large  rivers 
rising  in  the  Rockies,  and  traversing  the  entire  width  of  the 
plains.     The  drainage  nearly  all  reaches  the  Mississippi  River. 
The    Great    Plains  are,  of  course  well  drained,  as  shown  by  the 
absence  of  lakes.     The  rivers  often  decrease  in  size  as  they 
journey  eastward,  for  the  dry,  sandy  soils  drink  in  the  water 
readily,  and  evaporation  is  rapid  under  bright  suns  and  in  dry 
atmospheres." 

III.  "When  this  part  of  the  ancient  sea  bed  was  raised,  the 
east  side  was  first  uplifted,  the  process  gradually  extending  to 
the  west.    As  a  result  many  valleys  and  depressions  of  the  Great 
Plains  became  inclosed  lakes,  whose  waters  gradually  became 
salt.    The  beds  of  gypsum  and  salt  in  Kansas  are  thus  accounted 
for.      Kansas  is  the  fourth  state  in  the  production  of  salt." 
(Sutherland  and  Sanford,  pp.  111-112.) 

B.  Suggested  Outline  for  Study. 

a.  See  map,  fig.  43.    We  will  now  study  the  Great  Western 
Plains.    Note  this  region  on  fig.  44  (Western  Section). 

b.  These  plains  include  eastern  parts  of  states  containing 
the  Ridge  of  the  Rockies  and  the  next  tier  of  states. 
From  north  to  south,  name  states  in  this  tier. 

c.  Which  way  do  these  plains  slope?    How  do  you  tell? 

d.  Locate  100th  meridian.     (You  can  always  find  this  line 
on  a  map  by  observing  Texas.    Note  how.) 

e.  Between  the  103th  niBridiai  and  th3  RD^kies  list  cities 
you  can  find  (fig.  44). 

f.  Look  at  list  of  cities  in  back  of  your  book  and  note  how 
many  people  these  contained  in  1910.     Compare  with 
Oakland,  Berkeley,  Alpmeda,  Richmond. 

73 


g.  Problem:  To  find  out  why  the  Great  Plains  have  so 
few  cities  and  such  small  ones.  (Adv.  Geog.  pp.  126- 
130,  pp.  99-100  and  p.  107.)  Discuss  picturesque  side 
of  the  cattle  industry  relative  to  natural  conditions, 
etc.  Get  as  many  pictures  as  possible. 

h.  Between  the  100th  meridian  and  about  the  95th  (fig. 
44)  the  elevation  drops-  from  2000  feet  to  1000  or  less 
above  sea  level.  (In  Texas  it  is  less  than  this  because  of 
the  coastal  plain.)  The  rainfall  is  much  greater  than 
west  of  the  100th  meridian. 

i.  Make  a  list  of  cities  in  this  region  and  compare  popu- 
lation with  Oakland,  Berkeley,  etc.  Do  you  think  this 
can  be  a  mining  region?  Manufacturing?  What  must  it 
be?  (Adv.  Geog.,  p.  142.  For  Dallas  and  Fort  Worth, 
see  p.  114.) 

j.  Study  the  wheat  and  corn  belts  (pp.  124-126)  (pp.  114- 
115  for  Oklahoma).  NOTE:  Wheat  is  taken  up  for  in- 
dustrial study  in  7A  Geography — a  detailed  study 
should  not  be  made  here. 

Map  Suggestions:  On  outline  map  of  U.  S.,  show  (1) 
regions  you  have  studied,  (2)  the  part  of  the  Great 
Plains  best  suited  for  cattle  and  sheep,  (3)  the  part 
suited  for  wheat  and  corn,  (4)  the  largest  cities  in 
each  of  these  belts,  (5)  the  largest  rivers  that  cut 
across  the  plains. 

References:  Tarr  &  McMurry,  Adv.  Geog.,  as  given 
above.  Brigham  &  McFarlane,  Essentials  II,  esp. 
123,  and  129-142.  Sutherland  &  Sanford,  Practical 
Exercises  in  Geog.  pp.  111-127  (Good  for  teachers' 

'  use.  Exercise  on  "Round-up,"  p.  119;  "Sheep- 
raising,"  p.  124  may  be  found  useful.)  Chamberlain, 
"North  America,"  pp.  115-126. 

(Study  VII):    The  Prairie  Plains  (Miss.  Valley  Plain  and  Praries). 

A.    Definition  and  General  Description. 

I.  "The  region  known  as  the  Prairie  Plains  includes  exten- 
sive areas  which  lie  south  and  west  of  the  Great  Lakes.  These 
plains  are  called  prairies  because  they  are  usually  treeless." 

74 


II.  "The  surface  of  the  Prairie  Plains  is  generally  level.    Here 
and  there  it  is  slightly  undulating.     Portions  near  I  lie  rivers 
are  often  dissected  and  rough  through  the  process  of  erosion. 
The  altitude  varies  from  300  to  650  feet." 

III.  "The  Prairie  Plains  were  once  a  part  of  the  bed  of  a 
great  interior  sea  which  extended  from  the  Arctic  Ocean   to 
the  Gulf  of  Mexico." 

IV.  "Practically  all  of  the  Prairie  Plains  have  been  covered 
with  ice,   some  portions  having  been   invaded  several   times. 
These  great  sheets  of  ice  started  far  to  the  north  and  slide 
slowly  southward,  their  great  lobes  pushing  and  crowding  each 
other  as  if  each  was  eager  to  go  in  as  straight  a  line  as  possible 
toward  the  southern  point  of  Illinois.     These  great  masses  of 
ice  passed  over  large  areas  of  sandstone  and  limestone,    crush- 
ing,  grinding,   and   mixing    them,   and  sweeping  the   material 
thus  formed  far  to  the  south,  where  it  was  spread  out  over  the 
plain   in   a   somewhat   even  mantle  of  what  is  now  known  as 
glacial  drift.    Here  and  there  ridges  called  moraines  were  deposited 
by  the  halting  ice  sheets.    These  moraines  are  often  discernible 
as  one  travels  across  the  country.     The  soils  of  the  Prairie 
Plains  are  known  as  glacial  drift  soils  and  are  noted  for  their 
fertility  and,  owing  to  their  great  depth,  for  their  endurance." 
(Sutherland  &  Sanford,  pp.  88  and  89,  passim.) 

B.    Suggested  Outline  for  Study. 

a.  Consult  fig.  43.     Locate  this  area  on  fig.   44.     What 
states  lie  in  this  region.    See  also  fig.  104. 

b.  In  the  early  days  of  our  country  before  we  had  great 
factories  what  was  there  about  this  country  to  attract 
men  to  it?     Why  do  you  think  Mr.  Lincoln's  father 
moved  to  Indiana  and  later  to  Illinois?     What  sort  of 
work  did  young  Abe  Lincoln  do  in  these  parts? 

c.  On  map  104,  look  for  cities.    Are  there  many?    Compare 
with   Great   Plains.      What   about  number  of  people? 
Look  up  size  of  some  of  these.     Which  is  the  largest  in 
this  region?     Compare  them  with  Oakland,  San  Fran- 
cisco, etc. 

d.  Turn  to  Fig.  227,  then  to  Fig.  237  (Adv.  Geog.)    Where 
is  the  great  network  of  our  railroads  located?     What 

75 


does  this  indicate  about  number  of  people  and  amount 
of  freight  in  this  region?  Would  railroad  building  in 
this  region  be  difficult  or  not?  Why? 

e.  Look  up  population  of  the  states  in  this  region  and  add 
together.     About  what  portion  of  our  people  live   on 
these  prairies? 

f.  Make  a  list  of  the  most  important  ways  in  which  these 
people  make  a  living. 

g.  Note  the  chief,  mineral  wealth  of  this  region  (pp.   132 
and  135). 

C.  The  Lake  Superior  Highlands.    (See  Fig.  43,  Adv.  Geog.) 

a.  What  is  most  important   in  this  region   (pp.   132-134, 
Adv.  Geog.). 

b.  Can  this  iron  be  taken  readily  to  the  coal? 

c.  What  will  be  the  effect  on  manufacturing? 

D.  Special  Topics  (Exercises  and  Problems — Optional). 

a.  Why    has    city    (Name    one)    become    so    important? 
(Sutherland  &  Sanford,  pp.   102-105  provides  outlines 
for  Chicago  and  St.  Louis)  e.  g.    Why  is  Grand  Rapids 
a  great  furniture  manufacturing  center?    (p.  77.)     Why 
is  Detroit  suitable  for  automobile  factories,  etc.? 

b.  Study  of  glaciation  (S.  &  S.,  p.  92  outline  and  map). 

c     Study  of  Mississippi  River  (Mark  Twain,  "Life  on  the 
Mississippi"). 

d.  Study  of  Industries  (for  corn  see  S.  &  S.,  pp.  96-101). 

E.  Maps. 

a.  Make  a  map  of  U.  S.     Label  correctly  areas  already 
studied.    Show  chief  rivers. 

b.  Map   of   Prairie   Plains   and   Lake   Highlands   showing 
important  rivers,  states,  and  chief  cities. 
References:      Tarr    &    McMurry,    Adv.    Geog.    (State 

Text),  esp.  pp.  119-126;  pp.  137-144,  also  pp.  12-15 
(on  glaciation).  McMurry,  " Larger  Types  of  Amer- 
ican Geography,"  pp.  94-118  (passim).  Sutherland 

76 


&  Sanford  "Practidal  Exercises  in  Geography,"  Book 
I,  Chaps.  V  and  VI.  (Excellent  for  teachers.)  Wins- 
low:  "The  United  States,"  pp.  123-165.  (Good.) 
Brigham  &  McFarlane,  "Essentials  II,"  especially 
Map  Fig.  202  and  pp.  132-133. 

(Study  VIII):  Ozark  Region  (Optional). 

a.  See  Fig.  43  Adv.  Geography. 

b.  "By  the  Ozark  Uplift,  or  Plateau,  is  meant  a  moun- 
tainous and  islandlike  region  lying  largely  in  Missouri. 
It  is  surrounded  on  all  sides  by  a  broad  expanse  of 
prairies."      "The  soil  of  the  Ozark  Plateau  is  fertile, 
and  the  rainfall  is  sufficient  for  agriculture.     Through 
out  the  entire  region  a  great  variety  of  natural  trees  grow 
in   abundance,    in    marked   contrast   with   the   treeless 
prairies  on  every  side.     Few  of  these  forests  have  been 
removed,  and  the  country  is  but  sparcely  settled.     The 
region  is   noted  for  its  beautiful  scenery   and   health- 
giving  springs.     In  Missouri  there  are  rich   deposits  of 
lead  and  zinc  that  are  mined,  especially  in  the  Joplin 
district."    (S.  &  S.,  10.) 

c.  Emphasis  may  be  put  on  Lead  and  Zinc  resources. 
References:  Sutherland  &  Sanford,  Chapter  VII. 

(Study  IX):    "Dixie  Land." 
A.    General  Survey. 

1.  See  fig.  43  (Adv.  Geog.).    Note  the  coastal  plains  of  the 
Gulf  and  on  the  Atlantic  just  east  of  them.     See  fig. 
86.   We  have  already  studied  the  western  part  of  Texas. 

2.  Are  there  any  important  mountains  in  this  area?    (See 
fig.  88.) 

3.  What  seems  to  be  the  slope  of  the  land?    Are  there  any 
evidences  of  good  rainfall?    Is  the  drainage  good?    (Do 
not  overlook  Florida  and  the  swamps  of  the  Mississippi. 
Why  are  these  areas  poorly  drained.?    (Elevation)    See 
p.  18  and  199  (Adv.  Geog.). 

4.  Should  the  climate  be  cold  or  warm?   Why? 

77 


5.  Is  the   soil  fertile?        Why?       What  sorts     of     crops 

ought  to  grow  in  Dixie?    What  crops  do  you  find  here? 

6.  See  fig.  87.    Pick  out  what  seem  to  be  the  largest  cities. 
Look  up  population.    Compare  with  Oakland,  Berkeley, 
San  Francisco. 

7.  Why  do  so  many  negroes  live  in  Dixie?  How  did 
their  ancestors  get  there?  Could  the  south  do  without 
them?  (Stress  need  of  much  agricultural  labor)  See 
Adv.  Geog.,  Appendix  on  Negroes. 

B.  Industrial  Studies  (Optional).  Detailed  studies  of  sugar,  cotton 
and  rice  are  made  in  7th  and  8th  grades.  Therefore 
do  not  go  into  details  here. 

1.  The  Fruit  Industry — especially  pineapples  and    citrus 
fruits  in  Florida.     Compare  with  Southern  California. 
(For   outline    of    Pineapple    Study,    see    Sutherland    & 
Sanford,  pp.  44-45). 

2.  Turpentine  Industry  of  North  Carolina.    (S.  &  S.  p.  29.) 

3.  Peanut  crop  of  North  Carolina  and  Virginia.     (Center 
at  Norfolk.   S.  &  S.) 

4.  Problem:    "What  Conditions  Determine  the  Commer^ 
cial  Importance  of  New  Orleans?      (S.  &  S.,  pp.  45-47.) 


C.    Maps: 


1.  Map  of  the  southern  states  showing  the  territory  cov- 
ered in  figure  86  or  figure  87.    Show  Rio  Grande,  Missis- 
sippi  with   Red   and   Arkansas   Rivers,    Tennesee   and 
Cumberland,  Tombigbee  and  Alabama  and  Savannah 
Rivers;  Mobile  Bay,  Tampa  Bay,   Florida  Everglades 
and  Keyes,  the  important  cities  of  the  South  including 
those  figuring  prominently  in  the  Civil  War. 

2.  Map  showing  the  center  of  the  fruit  industry,  cotton 
industry,     sugar    industry,     turpentine    industry    and 
tobacco  industry. 

References:  Tarr  &  McMurry,  Adv.  Geog.  (State  Text), 
pp.  98-115.  Sutherland  and  Sanford,  "Practical 
Exercises  in  Geography,"  Chap.  II.  (part)  and  Chap. 

78 


III.  Allen,  "Industrial  Studies,  U.  S.,"  Chatper  VIII 
on  fruit  (mostly  on  California  fruits,  however). 
McMurry,  Type  Studies  from  "Urtited  States  Geog- 
raphy," pp.  81-88,  (Orange  Groves  in  Florida) ;pp. 
181-197  (description  of  trip  from  St.  Louis  to  delta 
of  Mississippi);  pp.  175-180,  (description  of  surface 
of  Tennessee).  Brigham  &  McFarlane,  "Essentials," 
Book  II,  pp.  97-128,  passim. 

(Study  X) :    Appalachian   region  with  the  Middle  Atlantic  States. 
A.    General  Survey. 

1.  See   fig.    43,    Advanced   Geography.      Locate   the   Ap- 
palachian Mountains.     Now  see  fig.  62  and  63.     Ob- 
serve states  in  this  region. 

2.  In  what  general  direction  from  Oakland  is  this  region? 
In  what  general  direction  from  Dixie  Land?     In  what 
general  direction  from  the  prairie  plains?    Where  would 
parallel  of  latitude  through  Oakland  cut  this  regiyn? 

3.  In  what  direction  does  this  mountain  system  extend? 

4.  General   makeup   of  the   Appalachian   region.      (From 
Sutherland  and  Sanford.) 

a.  Appalachian  (Allegheny)  Plateau. 

"The  Allegheny  Plateau  lies  west  of  the  Allegheny 
Mountains  and  extends  westward  to  the  flood 
plains  of  the  Ohio  and  Allegheny  rivers,  and  north 
to  the  Mohawk.  The  northeastern  part  of  the  pla- 
teau is  so  badly  dissected  that  it  is  truly  moun- 
tanous.  These  mountains  are  known  as  the  Cat- 
skills."  (p.  50.) 

b.  Appalachian  Mountains. 

"The  Appalachian  Mountain  system  extends  from 
southern  New  York  to  central  Alabama,  and  varies 
in  width  from  50  to  130  miles.  The  system  in- 
cludes a  great  central  valley  between  two  con- 
tinuous ridges.  East  of  the  valley  are  the  Blue 
Ridge  Mountains,  formed  of  ancient  crystalline 
rocks  that  are  very  hard.  This  range  is  lowest 

79 


in  Pennsylvania  where  its  greatest  elevation  is 
2000  feet.  As  the  Blue  Ridge  extends  southward 
its  elevation  gradually  increases  until  in  Virginia 
it  reaches  an  altitude  of  4500  feet  above  the  sea. 
On  the  whole  the  Blue  Ridge  presents  an  even  crest 
line  with  but  few  gaps  and  isolated  peaks.  On 
the  east  its  slope  is  abrupt;  on  the  west  it  de- 
scends gradually.  Nowhere  is  the  Blue  Ridge 
broken  or  barren;  but  everywhere  it  is  covered 
with  soil,  often  affording  good  pasturage  and 
usually  clothed  with  forests.  To  the  west  of  the 
Blue  Ridge  is  the  Great  Valley  which  is  practically 
continuous  for  a  distance  of  400  miles,  and  varies 
in  width  from  50  to  100  miles.  It  is  known  in 
different  states  by  different  names.  In  Pennsyl- 
vania it  is  called  the  "Cumberland  Valley,"  in 
Maryland,  the  "Hagerstown;"  in  Virginia,  the 
"Shenandoah,"  etc.  (pp.  49-50,  passim.). 

c.    The  Piedmont  Plateau. 

"Lying  between  the  rugged  Appalachian  Moun- 
tains on  the  west  and  the  low  Coastal  Plains  on 
the  east  is  a  long,  narrow  area  that  is  slightly 
rougher  than  a  plain  in  places,  and  almost  rough 
enough  to  be  considered  mountainous  in  others. 
In  New  Jersey  the  Piedmont  is  60  miles  wide,  67 
miles  long,  and  embraces  much  of  the  northern 
half  of  the  state.  It  varies  in  elevation  from  400  to 
900  feet,  and  has  a  sandy  soil,  most  of  which  is 
tilled.  In  Pennsylvania  the  Piedmont  is  a  region 
of  beautifully  rounded  hills  between  which  are 
broad,  fertile  valleys.  In  Maryland  the  Piedmont 
averages  about  50  miles  in  width  and  includes  an 
area  of  2500  square  miles.  It  is  a  belt  of  hills  and 
valleys  increasing  in  roughness  as  it  approaches 
the  mountains.  The  streams  that  cross  the  Pied- 
mont are  swift,  shallow,  and  have  many  picturesque 
rapids.  As  these  same  streams  cross  the  Coastal 
Plain  they  become  quiet,  and  gradually  widen 
into  estuaries.  The  rise  and  fall  of  the  tides  may  be 
noticed  even  to  the  Fall  Line."  (pp.  48-49,  passim.) 

80 


B.  Special  Studies. 

1.  The  great  cities.    See  map  fig.  62.    Note  the  number  of 
cities.     Look  up  the  population  of  a  number  of  the 
larger  ones.     Compare  with  Oakland   and   San    Fran-- 
cisco. 

2.  A  study  of  New  York  City.  Discuss  the  transportation 
problem  as  compared  with  Oakland — elevated  railways, 
subways.      Discuss   the   sky-scrapers.      Compare    with 
Oakland  City  Hall.     Imagine  elevator  ride  in  such  a 
building  as  Woolworth  Building. 

3.  An  account  of  Washington,  the  capital  city. 

4.  An  account  of  Philadelphia  and  its  historic  land  marks. 

5.  A  study  of  the  flood  problem  on  the  Ohio  River,  involving 
the  streams  of  the  Allegheny  Plateau.     (Worked  out 
in  detail  in  Sutherland  &  Sanford,  pp.  65-66). 

6.  Niagara  Falls. 

7.  United  States  Military  Academy,  West  Point  (for  boys). 

8.  United  States  Naval  Academy,  Annapolis  (for  boys). 

C.  Industrial  Studies  (optional). 

1.  The  Erie  Canal.   (S.  &  S.,  pp.  59-60.) 

2.  Problem:      Why  is  western   New  York  a  great  fruit 
growing  and  truck  farming  region?    (S.  &  S.,  p.  64.) 

3.  The   potato   industry,   very  important   in   New   York. 
(S.  &  S.  pp.  63-64). 

4.  Problem:     What  has  determined  the  location  of  the 
inland  cities  of  the  Coastal  Plains?    (S.  &  S.,  pp.  19-20). 

NOTE:  Studies  of  many  industries  are  taken  up  in 
grades  7  and  8  under  cotton,  wool,  pottery,  fish  (oysters), 
leather  products,  coal  and  iron,  therefore  details  of 
these  industries  need  not  be  stressed  at  this  point;  a 
general  survey  will  suffice. 

D.  Maps. 

1.    A  map  of  the  United  States  showing  the  areas  studied 
with  the  Middle  Atlantic  region  in  color  or  shaded. 

81 


2.  A  map  of  the  Middle  Atlantic  region  corresponding  to 
fig.    62,    showing     Chesapeake     Bay,    Delaware    Bay, 
New  York  Harbor,  Long  Island  Sound;  James,  Potomac, 
Susequehanna,  Delaware  and  Husdon  Rivers,  also  chief 
tributaries  of  the  Ohio  on  the  Allegheny  Plateau,  states 
and  big  cities. 

3.  (Optional)    Map  showing  the  importance   of  the   Erie 
Canal.     See  fig.  60.,  Adv.  Geog.,  and  indicate  position 
of  Niagara  Falls. 

References:  Tarr  &  McMurry,  Adv.  Geog.  (State  Text), 
pp.  67-97;  pp.  4-6,  passim.  Sutherland  &  Sanford, 
Chap.  II  (part)  and  Chap.  IV.  (Very  good,  especially 
for  teacher's  use.)  Brigham  &  McFarlane,  pp.  71-96. 
(Especially  good  on  soils  and  drainage,  also  on  the 
truck  gardening  and  dairying  of  the  region.)  Mc- 
Murry:  "Larger  Types  of  American  Geography," 
pp.  1-36,  (a  detailed  study  of  the  Appalachian  Moun- 
tains); pp.  195-262,  (detailed  study  of  New  York 
City).  McMurry,  "Type  Studies  from  U.  S.  Geog- 
raphy," pp.  1-14,  The  Hudson  River;  pp.  39-45,  Niag- 
ara Falls.  Hotchkiss,  Caroline,  "Representative  Cities 
of  U.  S.,"  (N.  Y.  &  Pittsburg).  Geographical  Readers. 

(Study  XI):   New  England  Highlands  ("The  land  of  the  Yankees"). 
A.    General  Survey. 

1.  See  fig.  43,  (Adv.  Geog.).   Locate  this  region  on  fig.  44. 

2.  What  general  direction  is  this  region  from  the  Central 

States?  In  what  direction  from  Oakland?  What 
relative  positions  do  Maine  and  California  occupy  on 
a  map  of  the  United  States? 

3.  See  figs,  46  and  47.     What  streams  and  bodies  of  water 
separate  the  New  England  States  from  the  region  we 
have  just  studied? 

4.  From  study  of  fig.  46  what   can  you    say    about    the 
mountains  of  this  region?     About  the  rivers?     Locate 
the  highest  mountain  in  this  section.     (See  Appendix). 
Compare  with  Tamalpias,  Diablo,  Shasta. 

82 


5.  How  does  this  region  compare  with  the  others  you  have 
studied  in  the  number  of  lakes? 

6.  Find  how  the  area  of  all  of  this  region  compares  in  size 
with  California.     (See  Southern  Pacific  Map  of  Cali- 
fornia— Inset.) 

7.  Compare  total  population  of  New  England  States  with 
California. 

8.  What  are  the  chief  occupations  of  the  New  England 
people? 

B.    Special  Studies.     (For  Group  Work  or  Individual  Reports.) 

1.  The  waterfalls  of  the  New  England  region,  their  cause 
and   their  effect  upon   the    development    of    factories. 
(See  Sutherland  &  Sanford,  pp.  5-8  for  suggestions  on 
effect). 

2.  The  lumber  interests,  especially  the  effect  of  timber  on 
the   early   commercial   development    (ship   building   in 
days  of  wooden  ships). 

3.  Boston,  its  commercial  importance,  its  historical  land- 
marks. 

4.  The  building  stone  industry.    (S.  &  S.,  pp.  12-13). 

5.  The  summer  resorts  of  New  England.     Where  are  they 
and  why  are  they  popular. 

6.  The  wood-pulp  and  paper  industry.    (Carpenter,  "How 
the  World  is  Housed.") 

NOTE:  In  the  7th  and  8th  grades  special  attention  is 
given  to  the  woolen,  cotton,  leather  and  general  metal 
manufacturing;  also  fishing  and  maple  sugar.  Special 
phases  of  these  industries,  however,  may  be  studied, 
such  as  watch-making  in  Massachusetts,  jewelry  in 
Massachusetts  and  Rhode  Island,  clocks  and  firearms 
in  Connecticut,  etc. 


C.    Maps. 


1.    A  complete  map  of  the  United  States  showing  all  the 
regions.    (See  fig.  43,  Adv.  Geog.) 

83 


2.  A  map  of  the  New  England  Group;  see  fig.  47,  showing 
Long  Island  Sound,  Narragansett,  Buzzards,  Cape 
Cod,  Massachusetts,  and  Penobscot  Bays;  Husdon, 
Connecticut,  Merrimac,  Kennebec,  and  Penobscot 
Rivers;  the  States  and  larger  cities. 

References:  Tarr  &  McMurry,  Adv.  Geog.,  (State 
Text),  pp.  49-66.  Sutherland  &  Sanford,  "Practical 
Exercises  in  Geography,"  Chap.  I.  Brigham  &  Mc- 
Farlane,  pp.  35  and  36,  and  53-70.  McMurry,  "Types 
Studies  from  United  States  Geography,"  pp.  15-22, 
(Hoosac  Tunnel).  Fry's  New  Geography,  Book  I. 
pp.  113-120.  (Some  good  pictures  quarrying  and 

scissors  manufacture). 

NOTE:   This  completes  the  5B  Outlines. 

7B    COURSE 
General  Scope  of  Term's  Work. 

The  United  States  in  its  relations  to  European  Countries  is  the 
general  topic.  The  industries  of  man  around  which  the  studies  will 
be  largely  grouped  will  be  a  little  more  complex  than  those  taken  up 
in  the  7A  term.  Nature's  services  will  be  emphasized  but  man's 
modifications  will  be  more  prominent  in  the  manufacturing  activi- 
ties studied.  The  topics  are:  Sugar;  Cattle  and  Leather  Products; 
Copper;  Flax;  Coal;  Iron  and  Iron  Manufactures;  Chinaware; 
Chemicals  and  Dyes;  and  Shipping  and  Atlantic  Trade  Routes. 

Methods.  For  suggestions  see  outlines  for  7 A  Geography,  pp. 
1-3. 

Reviews.  Review  important  points  in  New  World  geography 
as  occasion  arises. 

Drills.  In  your  usual  recitations  in  the  Social  Studies  you  have 
in  mind  such  purposes  as,  leading  individuals  to  draw  correct  con- 
clusions from  given  facts  which  they  or  their  fellows  have  discov- 
ered to  be  truths,  to  search  for  these  facts  individually  and  col- 
lectively in  books  and  elsewhere  (especially  in  their  daily  experiences,) 
to  work  together  in  solving  problems  and  to  see  how  the  great  acti- 
vities of  the  world  are  possible  (in  a  highly  complex  society)  only 
through  cooperation.  Of  course  the  pupils  are  not  conscious  of  your 
aim  or  aims  in  each  recitation.  They  should  not  be.  But  there  will 
be  times  when  you  think  that  certain  facts,  which  (in  your  judgment) 

84 


represent  minima  of  information  the  pupil  should  retain.  There  is 
no  real  reason  why  you  may  not  have  drill  lessons  on  this  sort  of 
thing.  But  do  all  in  your  power  to  prevent  them  from  being  dry 
and  tiresome.  You  have  a  purpose  to  accomplish  in  this  work  but 
you  do  not  wish  in  accomplishing  it  to  make  any  child  less  eager 
to  be  in  school  and  to  work  with  you  and  his  mates. 

(Study  I):    Sugar. 

Suggestions  for  approach. 

1.  What  is  the  reason  for  the  campaign  to  conserve  our 
sugar  supply. 

2.  Discuss  the  forms  in  which  we  consume  sugar.    Let  the 
class  co-operate  in  making  up  as  complete  a  list  as  pos- 
sible. 

3.  In  what  ways  do  we  use  sugar  in  our  homes?     (Food 
preparation,  etc.,  especially  for  girls'  investigation.) 

4.  Qualified  teachers  may  perform  a  chemical  experiment 
with   a  sugar  solution  and  sulphuric   acid.     This   will 
carbonize  the  sugar  and  open  the  way  for  a  discussion 
of  the  wonderful  chemical  processes  that  go  on  in  the 
sugar  producing  plants.     (For  teachers  who  have  had 
science.) 

5.  A  class  search  for  all  the  sources  of  sugar. 

6.  How  much  sugar  in  the  form  of  sugar  does  your  family 
use  in  one  year?    If  you  cannot  find  out,  keep  track  of 
it  for  a  month  or  so  and  compute.    NOTE:    the  average 
per  capita  consumption  in  the  U.  S. — all  purposes — 
is  from  70  to  80  Ibs.  per  year. 

7.  Do  you  suppose  that  the  loss  of  Germany's  African 
possessions  has  caused  any  shortage  of  sugar  in  Berlin? 

General  Outline  of  High  Points  in  Study  for  Teacher's  use. 

I.  Sugar  Cane.  (1)  Up  to  1850  chief  source  of  the  world's 
supply;  now  the  source  of  about  50%.  (2)  Description  of 
plant — compare  with  corn  stalk.  (3)  Habitat;  tropics  (75-80 
degrees),  rainfall  of  about  60  inches;  Cuba,  Java,  Brazil,  Hawaii, 
India.  Also  in  subtropical  areas  New  Zealand, Natal,  Cape  Colony, 

85 


and  Louisiana  (only  important  place  in  continental   U.  S.)    (4) 
Methods  of  cultivation  (i.  e.  sort  of  labor,  machines,  soils,  etc.). 

(5)  Manufacture  of  sugar  from  cane.    (6)  By-products,  molasses, 
alcohol    (and    formerly    rum),    molassquiet    (or    molasscuit)  — 
a  cattle  food. 

II.  Sugar  beets.  (1)  (History.  Experiments  in  using  beets  for 
sugar  were  made  during  the  period  Europe  was  under  blockade 
by  Napoleon   and   his  enemies.      Only  a  low  percentage   was 
obtained  and  when  commerce  was  restored  to  normal  the  beet 
industry  could  not  withstand  the  competition  of  cane.     Recent 
developments  demonstrate  how  science  can  be  made  to  minister 
to  man.    By  selection  of  beet  stock  and  improvement  of  methods 
of  manufacture  the  sugar  increase  had  been  as  follows:     1836, 
18  Ibs  of  beets  required  for  1  Ib.  of  sugar;  in  1882,  10  Ibs.;    in 
1904,  7  Ibs.     These  experiments  have  been  largely  worked  out 
by  the  Germans  whose  soil  and  climate  are  right  for  sugar  beets 
and  who  have  made  great  advance  in  chemistry.     (2)  Descrip- 
tion of  plant  and  why  it  stores  sugar.     (3)  Habitat;  temperate 
regions,   usually   cooler  than  the   corn  regions   with   long  dry 
autumn.     Chief  countries:   Germany   (32%)   Austria-Hungary 
(20%),   Russia  (19%),   United  States,  produces  about  6%  of 
total  (in  the  states  of  California,   Colorado,   Michigan,   Utah, 
Idaho  and  Wisconsin).    (4)  Process  of  sugar  manufacture.     (5) 
By-products;    cattle    food    from    pulp,    fertilizer    from    leaves. 

(6)  Discuss  the  amount  of  hand  labor  required  in  cultivation 
and  by  whom  done  in  Europe. 

III.  Maple  Sugar.     (1)  From  sugar  maple  tree.     (2)  Habitat. 
(3)  High  price;  would  disappear  from  the  market  were  it  not 
for  peculiar  flavor.     (4)  Description  of  tapping  and  the  manu- 
facture of  syrup  and  sugar.     (Let  children  of  New  Englanders 
ask  parents  about  these  things  and  report  to  class.)     (5)  Why  is 
no  cultivation  needed? 

Comparative  Studies.  Do  we  raise  enough  sugar  for  our 
own  use?  From  what  places  do  we  now  obtain  it?  Can  we  pro- 
duce enough  if  we  want  to?  What  European  nations  produce 
their  own  sugar?  Which  buy  some?  Which  sell?  Do  we  buy 
from  Europe?  Does  Europe  and  the  United  States  buy  in  the 
same  places?  (See  some  of  the  later  Commercial  Geography 
texts  for  high  schools.) 

Suggested  Projects.     (1)  "On  a  map  of  the  world,  paste 
86 


pictures  of  beets  or  sugar  cane  on  islands  or  countries 
where  each  is  grown."  (2)  "Trace  a  map  of  the 
United  States  and  draw  a  picture  of  beets,  or  cane, 
or  a  maple  tree  in  the  states  noted  for  sugar.  Color 
the  states  in  each  section."  (Allen,  U.  S.,  p.  79.) 

Map  Suggestions. 

(1)  Outline  map  of  the  world  with  sugar  cane  regions 
in  one  color  and  beet  areas  in  another.     May  also 
show  the  maple  region.     (Discuss  the  climate  of  the 
areas  shown,  temperature,  rainfall,  etc. 

(2)  Map  of  Europe,  showing:  (1)  chief  mountain 
ranges,  (2)  chief  rivers,  (3)  National  boundaries,  (4) 
Capital  cities  and  large  commercial  centers  in  sugar 
producing  countries. 

References:  Tarr  &  McMurry,  Adv.  Geog.  (State  Text). 
Index  under  "sugar,"  "sugar  beet,"  "sugar — maple," 
and  fig.  590.  Allen,  Industrial  Studies,  United 
States,  pp.  66-80.  (Best  short  account  for  pupils.) 
Freeman  &  Chandler,  "World's  Commercial  Prod- 
ucts," pp.  76-113.  (Well  illustrated.  Good  on  pro- 
cesses of  manufacture.  Best  general  reference  for 
teachers.)  Blaich,  "Three  Industrial  Nations,"  pp. 
197-200  and  Index.  Brigham  &  McFarlane,  "Es- 
sentials Book  II,"  pp.  121-2  and  Index.  Also  map, 
p.  122,  (sugar-producing  areas  of  the  United  States); 
map  p.  404  (sugar  producing  regions  of  the  world),  map 
p.  272  (production  of  beets  in  Europe).  Smith,  J.  R. 
"Commerce  and  Industry,"  (Holt  &  Co.),  pp.  107-116 
and  index.  (Very  good  for  teacher.) 

References  for  General  use  by  teachers  only:  Brig- 
ham,  "Commercial  Geography,"  Chap.  XVII  on 
"The  Foreign  Commerce  of  the  United  States."  (Pre- 
War  conditions),  also  see  statistical  appendix  of 
Smith,  Commerce  and  Industry. 

(Study  II) :   Flax. 

Suggestions  for  Approach. 

1.    Tear  up  an  old  collar  or  cuff  and  note  fiber  carefully. 

87 


2.  Search  for  all  articles  you  know  of  that  are  made  of 
linen.    (Children  in  some  schools  should  be  able  to  use 
this  approach.) 

3.  Have  you  ever  noticed  the  oil  that  forms  a  large  part 
of  the  liquid  in  most  paints?    What  is  it  called?    Ask  a 
painter  about  it.     Where  does  it  come  from?    How  is  it 
made? 

4.  Did  you  ever  have  to  drink  flaxseed  tea? 

5.  Did  you  ever  have  a  flaxseed  poultice  on  you? 

6.  Pictures  of  the  flax  plant  and  of  phases  of  its  cultiva- 
tion and  manufacture  of  linen,  etc. 

High  points  in  study  (for  teacher's  use). 

1.  Flax  has  been  cultivated  since  prehistoric  times;  bundles 
found  in  remains  of  Swiss  Lake  Dwellers;  linen  used  to 
wrap  bodies  in  Egypt;     mentioned  in  Bible  as  part  of 
priestly  robes,  etc. 

2.  Culivation  of  flax  to-day    either  for  its  seed,  or  for  its 
fiber. 

3.  For  seed  purposes:     World's  annual  production   110-, 
000,000  bu.  which  are  produced  in  Argentine   (30%), 
in  European  Russia  (20%),  in  India  (18%),  in  U.  S.  (18%), 
(N.  Dak.,S.  Dak.,  Minn.,  and  Mont.),  (chiefly  in  Canada), 
(11%).    Methods  of  cultivation,  by  machinery  much  as 
other  cereals.     Little  effort  made  in  U.  S.  to  save  the 
fiber  because  it  takes  too  much  hand  labor  and  so  can- 
not compete  with  cotton  and  with  European  fiber.    Uses 
of  the  seed,  oil,  oil  cake  for  cattle,  etc. 

4.  For  fiber  purposes;  one  of  the  leading  crops  of  Russia 
which  produces  81%  of  the  world's  supply.    Study  how 
the  fiber  is  obtained  from  stalk.     Discuss  the  amount 
of  cheap  hand  labor  is  required  and  why  Russuian  con- 
ditions   have    been    suitable    therefore    and    American 
conditions  not  suitable  for  this  industry.     Discuss  life 
of  Russian  peasants. 

5.  Manufacture  of  linens;  an  important  industry  of  Bel- 
gium before  the  war.     The  water  of  the  Lys  seems  to 
be   especially   adapted   to   the   retting   process.    Great 
Britain,  France. 


Map  Suggestions: 

1.  Outline  map  of  world  showing  flax  producing 
regions. 

2.  Map  of  Europe  to  show  (1)  countries  and  cap- 
itals  (2)    mountain  ranges   (3)   chief  rivers   (4)    flax 
producing  areas  (5)   cities  engaged  in  manufactures 
of  flax  products:    Belfast  (for  table  linen  especially), 
Courtrai   and   other   towns   in   Belgiun.   and    North 
France  (for  lawns,  cambrics  and  laces),  Troy,  N.  Y. 
(for  collars,  cuffs,  and  shirts). 

References:  Tarr  &  McMurry,  Adv.  Geog.  (State 
Text),  pp.  335-6.  Brigham  &  McFarlane,  "Essentials 
II."  Index  under  "Flax"  and  fig.  603,  map  of  flax  pro- 
ducing regions.  Carpenter,  "How  the  World  is  Clothed" 
pp.  50-59.  (Best  account  for  pupils.)  Allen:  "Industrial 
Studies — Europe,"  Chap.  Ill,  passim.  (Good.)  Smith, 
"Commerce  and  Industry,  "pp.  228-230.  Freeman  & 
Chandler,  "World's  Commercial  Products,"  pp.  313-15 
(Very  general). 

(Study  III) :    Leather  Products. 

Suggestions  for  approach. 

1.  Let  each  pupil  find  out,  if  possible,  the  maker  of  his 
shoes  and  location  of  the  maker's  factory. 

2.  Make  a  list    of  the  products  of  leather  (each  pupil  try 
to  contribute  one  use). 

3.  Make  a  list  of  all  the  animals  furnishing  skins  or  hides 
for  leather.    (Hunt  picture  of  each). 

4.  Search   papers    and    magazines   for    advertisements    of 
shoes   and   other   leather   products.      Note   location   of 
factories. 

5.  Locate   local   tanneries,    and   factories.      Visit   them   if 
possible. 

Outline  of  important  facts  for  teachers'  use. 

a.    Skins  treated  with  hair  on — usually  called  furs.     Dis- 
cuss  fur-bearing   animals,    their  habitat — the  subarctic 


forests  chiefly.    (Alaska  to  Labrador;  Finland  to  Kam- 
chatka).    Chief  markets  are  Leipsig  and  London. 

b.  Hides  or  skins  with  hair  removed  and  tanned — called 
leather.     (1)  U.  S.  is  leading  manufacturer  of  leather, 
and  imports  about  $100,000,000  of  hides  and  skins- 
one  of  our  chief  articles  of  our  foreign  trade.     (Examine 
cattle  countries  to  find  out  where  we  may  get  these  most 
readily).    We  make  about  $300,000,000  worth  of  leather 
per  year.     (2)  U.  S.  is  rich  in  natural  tanning  materials, 
Tannin,    like    sugar,    is    found    in    many    plants — oak, 
hemlock,  chestnut,  sumac  leaf  (Sicily)  Valonia,  (cup  of 
acorn  in  Asia  Minor);   myrobalans — (dried  fruit  of   a 
tree  in  India),  etc.    (3)  U.  S.  imports  some  special  Euro- 
pean makes  of  leather  and  sells  much  of  our  leather  to 
other  countries. 

c.  Tanning.    (Not  necessary  to  go  into  technical  side.) 

1.  A  process  to  get  rid  of  flesh  and  fat  and  change 
skin  from  a  material  likely  to  decay  to  a  durable 
product. 

2.  Old  process  largely  by  vegetable  products. 

3.  New  process  by  chemicals  (chromium  compounds) 
developed  at  Philadelphia — now  the  great  leather 
manufacturing  center  in  the  world. 

d.  Shoes. 

1.  U.   S.  is  the  leading  shoe  manufacturing  country 
in  the  world.    We  also  use  more  leather  shoes  than 
other   peoples.      Why?      Discuss   effect   of   tropics 
on  sale  of  shoes.     Effects  of  poverty  as  in  China, 
etc., — straw  sandals;  also  countries  having  wooden 
shoes.      It    is    hardly    likely   that   enough    leather 
could  be  produced  to  make  shoes  for  all  the  world. 
We    now    export    shoe-making    machinery    which 
enables  foreigners  to  make  as  good  shoes  as  they 
can  buy  from  us.     Discuss  the  footwear  of  various 
peoples  (of  Europe  especially). 

2.  Special  projects.     (1)   Report  on  making  of  shoes. 
(b)    The   history   of  the   shoe   with   pictures.      (c) 
Map  of  world  with  drawings  or  pictures    of    pre- 
vailing type  of  shoe. 

90 


3.  About  130  persons  work  on  each  pair  of   our  best 
grades  of  shoes.     Emphasize  the  interdependence 
of   men   as   seen   in   this   industry.      Suppose   the 
cutters   of   uppers   should   strike,    how   could    the 
others    work?      Suppose    all    shoe     factories    were 
stopped  could  we  make  our  own  shoes? 

4.  Will  shoes  be  likely  to  cost  more  or  less  as  the 
population    of   the    United    States    becomes    more 
dense?    (Less  cattle.) 

e.  Leather  belting  for  factories.     Importance.     What  part 
of  hide  is  used  for  belting? 

f.  Glove  Industry.     What  animals'  skins  are  used?    Glove 
centers  are  at  Johnstown  and  Gloversville,  N.  Y. 

g.  Chamois  skins  and  their  uses. 

h.    Leather  in  automobile  construction, 
i.    Harness  and  Saddles. 

j.     Other    Uses.       Suit    cases,     handbags,     purses,    book- 
bindings, etc. 

References:  Tarr  &  McMurry,  (State  Text),  Adv. 
Geog.,  pp.  61  and  619.  Carpenter,  "How  the  World 
is  Clothed,"  pp.  156-170.  (Very  good.  Covers  shoes 
of  all  peoples.)  Smith,  "Commerce  and  Industry," 
pp.  238-239.  Brigham  &  McFarlane,  "Essentials  II," 
pp.  .  United  Shoe  Machinery  Co.,  (205  Lincoln 
St.,  Boston).  Let  a  pupil  write  for  pamphlets.  (" Good- 
year Welt  Shoes,  How  They  are  Made,"  is  one  good 
pamphlet  issued  by  this  company.) 

Optional  Problems: 

1.  Why  is  the  harness  business  becoming  less  important 
in  California  every  year? 

2.  Would  you  think  Mexico  a  good  place  to  establish  glove 
factories? 

3.  Do  you  think  shoe  factories  would  prosper  in  Holland? 

91 


(Study  IV) :    Coal. 

Suggestions  for  Approach. 

a.  Let  pupils  bring  in  small  pieces  of  coal  and  study  them. 
How  was  this  formed? 

b.  Why  "Save  that  shovelful"?   Explain. 

c.  Name  all  the  uses  of  coal  that  you  know  from  obser- 
vation, reading,  talking  to  people,  etc. 

d.  What    articles   in   this   school   room    required    coal   in 
their  making?    What  service  did  the  coal  render? 

•e.    How    does    anthracite    coal    differ    from    bituminous? 
What  is  peat?     Lignite? 

f.  Is  there  coal  in  California?    (Adv.    Geography,  pp.    612 
and  615  and  map  p.  613.)   Where  is  it  found?     Where 
else  is  coal  found? 

g.  It  is  said  that  one  of  Marco  Polo's  wonderful  stories 
was  that  the  Chinese  burned  black  stones  which  grew 
red  and  remained  hot   a  long  time.      Explain.      Why 
does  it  not  seem  so  wonderful  to  you? 

Chief  Points  (For  Teacher's  guidance). 

1.  Formation  of  Coal.    (Advanced  Geography,  p.  2). 

2.  Where  coal  is  found.     Index  "Coal."     What  countries 
produce  most?      U.  S.  38  to  40%;  Great  Britain  about 
22%;    Germany    about    20%;    Austria    Hungary   4%; 
France  3%;  Belgium  2%.      (If  Germany  should    keep 
Belgium  and  Northern  France,  what  would  be  the  effect 
on  the  coal  resources  of  Germany  and  France?) 

3.  Known  fields  of  coal  still  undeveloped  in  Alaska,  China, 
Russia. 

4.  Chief  uses  of  Coal. 

"Industrial  Steam  Trade  .  -33% 

Railroad  Fuel  ..  -28% 

Domestic  and  Small  Steam  Trade...  -16% 

Manufacture  of  Beehive  Coke 9% 

Manufacture  of  By-Product  Coke.. 4% 

92 


Exports  .  4% 

Steamship  Bunkers  at  Tidewater  ..  .  2% 

Used  at  Mines  for  Steam  and  Heat...  2r , 

Manufacture  of  Coal  Gas ....  .  1%" 

—From  Journal  of  Geography,  Feb.  1918,  No.  6, 
p.  227. 

5.  The  mining  of  coal  and  the  miner's  life. 

6.  Our  responsibility  for  laws  that  will  make  mining  safe. 

7.  Importance  of  coal  in  industrial  life  of  people.      What 
are  the  great  industrial  nations  of  the  world?     Why? 
How  do  these  stand  in  education?  in  art?  in  literature? 
in  railway  development?  roads?  bridges?  etc. 

Map  Suggestions.  (1)  Outline  map  of  world  showing 
coal  areas  (Brigham  &  McFarlane  II,  p.  408  has  map). 
(2)  Map  of  U.  S.  showing  coal  states.  (3)  Map  of 
Europe  showing  coal  nations  and  relations  of  the 
coal  area  to  the  War. 

References:  Tarr  &  McMurry,  Adv.  Geog.  (text). 
Index  "coal."  Brigham  &  McFarlane,  "Essentials 
II,"  p.  403  and  references.  Allen,  "Industrial  Studies, 
United  States,"  chap.  XL  (Very  good,  especially 
on  mining  side,  also  list  of  locations,  p.  165.  Allen, 
"Industrial  Studies,  Europe,"  see  Index  "Coal," 
(Fragmentary).  (Sutherland  &  Sanford,  Practical 
Exercises  in  Geography  V.,  pp.  54-58.  Good  analysis 
for  teacher  with  three  suggested  exercises  but  no 
problem.)  Brigham,  A.  P.,  "Commercial  Geog- 

raphy," pp.  79-91.  (Very  good  especially  for  teachers; 
general  survey  with  maps  of  coal  areas  of  U.  S.  and 
Great  Britain  and  suggestions  on  conservation.) 
Van  Hiss,  "Conservation  of  Natural  Resources  in 
the  U.  S.,"  Index  "Coal."  (For  teacher  only;  on 
waste  and  conservation.)  Blaich,  Lydia  R.,  "Three 
Industrial  Nations,"  especially  pp.  274-280,  also 
Index  (for  pupils).  Smith  J.  R.,  "Commerce  and 
Industry,"  pp.  153-167  and  Index  (Best  single  ref- 
erence for  the  teacher).  McMurry,  C.  A.,  "Type 
Studies  from  U.  S.  Geography,"  pp.  63-80.  (On  coal 
mine;  very  good).  Tappan,  Eva  M.,  "Diggers  in  the 

93 


Earth,"  pp.   1-11.      (Easy  reading  for  pupils,   single 
story  of  coal  formation  and  mining.) 

(Study  V) :   Iron. 

Suggestions  for  Approach. 

1.  Do  you  wear  any  iron  connected  with  your  clothing  or 
ornaments? 

2.  What  articles  in  our  room  are  made  in  whole  or  part 
of  iron?    Make  a  list. 

3.  What  uses  are  made  of  iron  in  your  homes?    Make  up 
as  complete  a  list  as  you  can  and  bring  it  to  class.    For 
which    of   these    could   substitutes   be   found?      Would 
they  be  as  good?    Better?     Would  they  cost  more  or 
less? 

4.  Visit  a  blacksmith  shop  or  a  garage  and  watch  iron 
heated  and  hammered  out.     Describe  what  you  have 
seen.     Observe  how  it  is  cut,  bored,  etc. 

5.  Have  you  any  relatives  or  friends  who  work  in  iron 
industries?   (Make  a  list  of  these  for  the  class.) 

6.  WThat  places  in  Oakland  are  manufacturing  iron  prod- 
ucts of  some  sort?   Selling  iron  products? 

Chief  Topics. 

1.  The  uses  of  iron;  its  importance  in  all  manufacturing. 

2.  Nature  of  iron  ore. 

3.  Process  of  mining;     its  simplicity  in  the  Great  Lakes 
Region. 

4.  Need   of   coal   and   limestone   for   manufacture   of   pig 
iron.    Describe  pig  iron;    process  of  manufacture  of  pig 
iron. 

5.  The  iron  producing  nations.     "World's  annual  produc- 
tion of  pig  iron,  72,000,000  long  tons;  U.  S  production 
30,000,000  long  tons.    Countries  leading  in  the  produc- 
tion of  pig  iron,  with  percentages  of  world  production: 

United  States   .       ...41%     France...  ...7% 

Germany.....      .24%     Russia  ...6% 

94 


Great  Britain    12%     Austria-Hungary 3% 

Belgium  ...3% 

Brigham  &  McFarlane,  p.  409. 

6.  States  leading  (a)  in  iron  ore;     (b)  in  pig  iron  manu- 
facture; 

(a)   Minnesota  ..  -62%  (b)  Pennsylvania 42% 

Michigan...  ...  21%      Ohio  23% 

Alabama    ...8%       Illinois 10% 

New  York  7% 

Alabama    7% 

7.  Some  great  iron  manufacturing  cities  with  the  partic- 
ular industry  that  distinguishes  them;     e.  g.  Philadel- 
phia (Baldwin  Locomotive  Works);  any  ship  building 
city;  Pittsburg  (steel  plants)  Sheffield  (cutlery)  etc. 

8.  (Optional).       An  exposition  of  some  processes  such  as 
the  Bessemer  process,  or  some  work  done  in  the  school 
shops. 

9.  Iron  is  sometimes  used  as  a  medicine?    Why?    Is  there 
iron  in  our  bodies? 


Map  Suggestions. 

1.  Outline  map  of  world  showing  iron  ore  producing 
regions. 

2.  Outline  map  of  world  showing  great  iron  manu- 
facturing cities. 

3.  Outline  map  of  United  States  showing  iron  regions. 

4.  Outline  map  of  Europe  showing  iron  regions. 

Suggested  Problems  and  Projects. 

1.  Why  is  Pittsburg  the  center  of  the  iron  and  steel 
industry? 

2.  Why  should  Philadelphia  have  great  ship  building 
plants? 

3.  Why  is  Sheffield,  England,  the  center  of  the  cut- 
lery industry? 

95 


4.  What  factors  determined  the  location  of  the  Krupp 
Works? 

5.  On  a  map  of  the  world  print  neatly  names  of  most 
important  iron  or  steel  products  of  various    manu- 
facturing regions. 

References:  Tarr  &  McMurry,  Adv.  Geog.  (State 
Text)  Index  "iron  manufacture"  and  "iron  are." 
Brigham  &  McFarlane,  "Essentials  II,"  Index  and  p. 
409  (map  of  world  showing  iron  producing  regions). 
Allen,  ''Industrial  Studies,  U.  S.,"  Chap.  XII  (Very 
good  for  pupils).  Allen,  "Industrial  Studies,  Europe," 
see  Index.  Brigham,  "Commercial  Geography,"  pp. 
58-78  (Very  good).  Smith,  R.  R.,  "Commerce  and 
Industry,"  pp.  139-148,  (For  teacher,  good).  Keller 
&  Bishop,  "Commercial  &  Industrial  Geography;" 
Index  "iron"  also  p.  43,  map  of  iron  thd  coal  deposits 
in  British  Isles,  also  p.  44,  map  of  routes  on  Great 
Lakes  showing  advantages  of  Pittsburg.  Tappan, 
Eva  M.,  "Diggers  in  the  Earth,"  pp.  57-64  (Brief 
but  interesting).  McMurry,  C.  A.,  "Larger  Types  of 
American  Geography,"  pp.  135-163  (esp.  on  Pitts- 
burg  district).  Blaich,  Lydia  R.,  "Three  Industrial 
Nations,"  see  Index.  Carpenter,  "How  the  World  is 
Housed,"  pp.  156-163;  164-172,  passim. 

(Study  VI) :  Copper  (May  be  considered  along  with  iron). 
Suggestions  for  approach. 

1.  Make  up  propositions  1-3  and  5  and  6  under  Iron  above. 
Substitute   electrical   shops,    brass   foundries,    etc.,   for 
garage  and  blacksmith  shops. 

2.  Compare  pieces  of  copper  wire  with  pieces  of  iron  wire 
as  to  pliability,  rusting,  etc. 

3.  Problems:     Why  does  the  Telephone  Company  prefer 
copper  wire  to  iron  wire? 

4.  Compare  uses  of  iron  and  copper  in  the  war.     Which 
nations  are  best  supplied  with  iron?    with  copper? 

5.  Precipitate  copper  from  a  copper  sulphate  solution  by 

96 


use  of  piece  of  zinc  or  aluminum  or  iron.     Rub  a  wet 
piece  of  copper  sulphate  on  some  iron  or  a  knife  blade. 

Chief  Points  in  Study. 

I.  Mining  of  copper — description  of  a  typical  mine  (Brief). 

II.  (Optional)  Copper  Ores — and  how  copper  is  obtained  from 
them,  smelting  processes.    (Too  technical  except  for  boys  plan- 
ning on  mining). 

III.  Uses    of    copper,    especially    in     electrical      appliances. 

(Stress). 

IV.  Alloys  of  copper  and  their  uses.     (Brass  is  copper  and 
zinc;    bronze  is  copper  and  tin).    Get  samples  if  possible. 

V.  U.  S.  production.    (Over  half  of  world's  supply). 

VI.  Leading  copper  states  in  Union    (Brigham  &  McFarlane, 
p.  409).     Arizona  33%,  Montana  23%,  Michigan  13%,  Utah 
12%,  Nevada  7%,  New  Mexico  4%.    (See  also  Journal  of  Geog- 
raphy for  March,  1918.) 

Map  Suggestions:  (a)  World  showing  copper  regions, 
(b)  U.  S.  showing  copper  regions,  and  chief  copper 
mining  cities  as  Helena,  Butte,  Tucson,  etc. 

References:  Tarr  &  McMurry,  Adv.  Geog.,  Index 
"Copper."  Brigham  &  McFarlane,  "Essentials  II," 
Index  "copper,"  and  p.  409  (Map  of  copper  regions 
f  of  world).  Carpenter:  "How  the  World  is  Housed," 

pp.  182-188.  Smith  "Commerce  and  Industry," 
Index  "copper."  Encyclopedias.  California  State 
Mining  Bureau  Bulletin,  No.  50,  "The  Copper 
Resources  of  California."  (Excellent  on  ores,  but 
very  technical.) 

(Study  VII):    Chinaware  and  Potteries  (optional). 
A.    Suggestions  for  Approach. 

1.  Examine  the  trade  marks  on   chinaware  in  your  homes. 

2.  Make  a  list  of  all  the  places  from  which  chinaware 
comes. 

97 


3.  Examine  broken  chinaware  noticing  the  difference  be- 
tween the  glazing  and  the  interior  part. 

4.  Visit  local  potteries. 

5.  Teachers  may  be  able  to  get  information  from  firms  like 
Sanish  in  San  Francisco. 

B.    Chief  Points  in  Study. 

1.  The  sorts  of  clay  used  in  coarse  ware  such  as  brick  and 
tile.    (Very  common;    therefore  local  industries). 

2.  The  types  of  clay  needed  for  bowls  and  vases.    (Not  so 
common). 

3.  The  types  of  clay  needed  for  the  fine  china.     (Mixture 
from  several  localities). 

4.  The  chief  pottery  centers  of  the  United  States:  Trenton, 
N.  J.;    Cincinnati,  Ohio;    Newell,  West  Virginia. 

5.  Describe  the  process  of  making  a  plate. 

6.  The  china  centers  of  Europe:     (a)  on  the  River  Trent 
in  England,   (b)  in  France;   (Limoges  sends  2-3  of  its 
porcelain  to  U.  S.)     (c)  Germany  (so  called  "Dresden 
vase")  from    Meissen,    (d)    Belgium    (Jenamapes    and 
Liege)   before  the  War,   Holland   (Delft),      (e)   Japan, 
(f)  China  (fine  clays). 

References:  Tappan,  Eva  M,  "Makers  of  Many 
Things,"  pp.  56-63.  Tarr  &  McMurry,  Adv.  Geog., 
Index  under  "clays"  and  "pottery."  Chase  &  Clow, 
"Stories  of  Industry,  Vol.  I,"  pp.  164-171. 

(Study  VIII) :    (Optional)  Lace. 

A.    Suggestions  for  Approach. 

1.  Examine  various  types  and  sorts  of  lace. 

2.  Make  a  list  of  the  uses  of  lace  in  connection  with  the 
furnishing  of  your  home.     Why  is  it  used? 

3.  Why  is  lace  worn  on  clothing?      Does    it  furnish     any 
warmth? 

4.  Is  lace  made  by  hand  or  machines? 


B.    Chief  Points  in  the  Study. 

1.  Study  the  labor  conditions  making  possible  handmade 
lace.     (Among  the  peasant  women  of  Europe  and  in 
church  schools  where  no  wages  are  paid.) 

2.  Locate    cities    and    countries    famous    for   their    laces; 
especially  Nottingham  in  England  (curtains) ;  Calais  and 
Lyons  in  France  (veils,  collars  and  delicate  dress  laces); 
Plauen  in  Germany;  St.  Gall  in  Switzerland;  also  various 
cities  in  Belgium,  Italy,  Spain  and  Portugal. 

NOTE:  It  is  suggested  that  this  study  be  used  for 
girls  from  homes  where  much  lace  is  used  and  that  it 
be  pursued  far  enough  to  reveal  the  expense  in 
energy  and  in  general  the  poverty  of  those  who  are 
employed  in  its  manufacture,  particularly  in  the  case 
of  handmade  laces. 
References:  Carpenter,  "How  the  World  is  Clothed," 

pp.    141-147.       Encyclopedia    Britannica.      Map   of 

Europe  in  Geography. 

(Study  IX) :    (Optional)  The  Subtropical  Fruit  Culture  of  Southern 
Europe. 

A.  Suggestions  for  Approach. 

1.  The  uses  of  olive  oil. 

2.  Investigation  of  cultivation  of  the  olive  from  earliest 
times. 

3.  The  uses  of  the  "currant"  (from  Greece). 

B.  Chief  Points  in  Study. 

1.  The   location   of   the   peninsulas   of  southern    Europe, 
(Spain,  Portugal,  Italy,  Greece). 

2.  Temperature   and  rainfall   conditions  in    the   Mediter- 
ranean region. 

3.  Why  the  olive  nourishes  in  these  peninsulas. 

4.  How  the  oil  is  made  and  a  comparison  of  it  with  Cali- 
fornia oil. 

5.  The  currant  industry  of  Greece. 

99 


6.  The  labor  conditions  making  possible  these  industries. 

7.  The  lemon  industry  in  Sicily. 

8.  The  mulberry  tree  of  Italy  and  its  purpose. 

9.  Why  do  the  Italians  raise  so  many  nut  trees  (especially 
chestnuts)? 

10.    The  cork  forests  of  southern  Spain  and  Portugal. 

References:  Tarr  &  McMurry,  Adv.  Geog.  (State  Text). 
See  maps.  Brigham  &  McFarlane,  "Essentials  Book 
II,"  see  index.  Allen,  "Industrial  Studies,  Europe,"  Chap. 
13,  (Spain  and  olives);  Chap  15  (Italy  and  macaroni); 
Chap.  5  (Portugal  and  its  cork  forests);  Chap.  17 
(gardens  and  perfumes).  This  chapter  is  a  good  intro- 
duction to  the  perfume  manufacturing  of  France  and 
the  flower  gardening  industry  of  the  Balkan  Penin- 
sula, particularly  Turkey. 

(Study  X) :   (Optional)  The  Chemical  and  Dye  industry. 

A.  Suggestions  for  Approach: 

1.  Study  of  colors  with  a  simple  scientific  explanation  of 
color. 

2.  A  tabulation  of  colors  in  the  clothing  of  the  class  or  the 
furnishings  of  the  school  room. 

B.  Main  Points  in  Study. 

United  States  Lessons  in  Community  and  National  Life 
for  November,  1917,  Lesson  B6,  Making  Dyes  from  Coal 
Tar. 

NOTE:  Connect  the  lesson  with  the  Geography  of 
Germany.  Emphasize  the  encouragement  of  Chemistry 
by  the  Imperial  Government  which  avails  itself  of 
these  experts  in  time  of  war.  Stress  the  possibilities  of 
boys  serving  their  fellowmen  through  the  chemist's 
work. 
References:  "United  States  Lessons  in  Community 

and   National   Life,"      November   1917,    Lesson   B6. 

Blaich:     "Three    Industrial    Nations,"    pp.    137-139, 

Encyclopedias. 

100 


(Study  XI) :    Shipping  and  Atlantic  Trade  Routes. 

A.  Suggestions  for  Approach. 

1.  Visit  to  ship  yard  (for  classes  on  water  front). 

2.  Story  of  an  ocean  trip  (may  be  related  by  child  of  an 
immigrant  after  talk  with  parent.      Have   such   stories 
written  as  compositions.  Select  with  care  the  pupils  to 
report  to  the  class  to  avoid  possibilities  of  ridicule  by 
"near  aristocrats." 

3.  Story  of  the  building  of  a  ship,  of  the  launching  of  ship. 

4.  Present  need  of  ships  and  ship  builders. 

B.  Main  Points  in  Study. 

1.  An  idea  of  size,  comforts,  speed,  etc.  of  a  modern  liner. 

2.  Difference    between    "line    service"    (regular    sailings, 
stops,  etc.),  and  "tramp  service." 

3.  Study  of  North  Atlantic  Route  (on  Globe). 

.  a.    Location  of  North  America  and  Europe. 

b.  Location  of  the  manufacturing  nations. 

c.  Location  of  the  "great  circle"  from  New  York  to 
Liverpool.     (The  shortest  distance  from  N.  Y.  to 
Liverpool  will  not  be  on  the  parallel  but  on  the 
great  circle  passing  through  these  points.     Make 
this  clear.) 

d.  Hunt  for  troublesome  island  or  rocks,  fogs,  etc. 

e.  What  are  the  possibilities  for  fuel  on  this  route? 


C.    Maps: 


1.  Atlantic  Ocean  to  show  chief  points  in  study  made  of 
Trade  Routes. 

2.  Similar  map  to  show  most  important  ports  in  Atlantic 
trade:    New  York,  Boston,  Philadelphia,  New  Orleans, 
Havana,  Halifax,  Quebec,  London,  Liverpool,  Glasgow, 
Bristol,     Havre,     Antwerp,     Rotterdam,     Amsterdam, 
Hamburg,  Bremen,  Copenhagen  and  Baltic  Sea  ports. 

101 


References:  '  Allen:  "Industrial  Studies,  Europe," 
Chap.  II,  (Ships  and  Shipbuilding).  Brigham  and 
McFarlane,  "Essentials  II."  (Fig.  360,  "The  World- 
Commercial  Development").  Smith:  "Commerce 
and  Industry,"  especially  Chap.  43  "The  Ocean 
and  its  Carriers"  and  Chap.  44,  "The  North 
Atlantic  Route."  Excellent  for  the  teacher. 
NOTE:  This  concludes  the  7B  Outlines. 

7A  COURSE 
A.    Method. 

I.  Study  the  relation  of  the  7 A  course  to  other  parts  of  the 
geography    course. 

a.  Your  pupils  have  studied,  in  the  fifth  and  sixth  grades, 
the  outstanding  features  of  the  globe  and  their  large 
effects   on   human  life   and  human  activities.      If  you 
conceive  of  the  field  of  geography  as  embracing    the 
relationships   between   man   and   his   environment,   the 
part  of  the  course  just  finished,  is  concerned  largely  with 
a  study  of  the  environment  and    its    effects    on    man. 
With  the  seventh  grade,  stress  is  placed  rather  on    man's 
efforts  at  control  or  modification  of  his  environment. 
A  summary  of  man's  needs  and  the  resources  he  has  for 
satisfying  them  should  be  studied.     For  example,  what 
regions  can  be  made  to  supply  the  need  for  wheat?    Is 
our  need  for  this  food  supplied  by  near  regions  or  by 
far  regions?   Why?  If  by  several  regions,  compare  them. 
Emphasize  our  personal  interest  therefore  in  the  wel- 
fare of  a  region  ministering  to  us.    Stress  the  value  of  a 
co-operation  that  is  world  wide. 

b.  Your    special  concern    for  this  semester  is    the  United 
States  in  its  relations  to  other  American  States.    Pupils 
will  study  later  on  our  interests  in  Europe  and  in  the 
Orient. 

II.  Study  the  relation  of  this  work  to  the  other  7 A  subjects. 

Pupils  are  being  taught  by  means  of  geography — it  is  but  one  of 
your  tools.     See  especially  the  work  in 

a.    History. 

102 


b.  Home   Economics — for  food   and   textile   products  es- 
pecially. 

c.  Literature,  especially  travel. 

III.  The  underlying  psychology  of  geography  is  the   "ex- 
tension  of  experience   through   imagination."      See   Freeman, 
F.   N.,   "The  Psychology  of  the  Common    Branches,"   Chap- 
ter VIII. 

IV.  Lesson  Plans. 

a.  "The  teacher — should  be  perfectly  free  to  plan  his 
work  so  as  to  give  his  children  the  best  training  he  can. 
He  should  adopt  any  "methods"  that  seem  suited  to 
his  needs,  but  should  never  forget  that  he  is  supposed 
to  be  forging  one  of  the  necessary  links  in  the  whole 
chain  of  geographic  study  and  that  his  work  must  be 
strong  geographically,  as  it  should  be  pedagogically."- 
Dodge  &  Kirchwey,  p.  5. 

1).  Problem  Method.  Geography  furnishes  an  excellent 
subject  to  teach  by  the  problem  method.  Sutherland, 
W.  J.,  "The  Teaching  of  Geography."  (Scott  Foresman 
&  Co.— $1.25),  Chapters  11  and  12.  Also  Dodge  & 
Kirchwey,  pp.  85-86. 

c.  The   Socialized    Recitation.      Important    problems    in- 
volving several  recitation  periods  offer  a  fruitful  field 
for  the  co-operation  of  all  members  of  the  class  in  their 
solution. 

References:  Pearson,  F.  B.,  "The  Vitalized  School," 
Chapter  15,  (Macmillan  Co.— $1.40).  Whitney, 
William,  "The  Socialized  Recitation,"  pp.  1-17, 
(A.  S.  Barnes  Co.—  50c.).  Earhart,  Lida  B.,  "Types 
of  Teaching,"  Chapter  II.,  (Houghton-Mifflin  Co.— 
$1.25). 

d.  Suggested    Lesson   Plans.      Strayer,    G.    D.,    "A   Brief 
Course  in  the  Teaching  Process,"  Chap.  16,  (Macmillan 
Co. — $1.25),  see  especially  pages  221-223  for  a  lesson 

plan  for  Pittsburg  as  a  trade  center.  Earhart,  Lida  B., 
"Types  of  Teaching,"  (Plans  on  "Climate  of  Western 
States,"  pp.  251-4,  and  on  "Irrigation  in  the  Western 
States,"  pp.  255-9.  Both  are  of  6th  grade  difficulty). 

103 


V.    Use  of  Equipment. 

a.  Maps  and  Globes:   Wiswell,  L.  E.,  "Globes  and  Maps  in 
Elementary     Schools/'     (Rand    McNally     Co.,— 50c). 
Dodge   &   Kirchwey,    Chap.    XVII.      Redway,   J.    W., 
"The  New  Basis  of  Geography,"   Chapters  VIII   and 
IX,  (Macmillan  Co.— $1.00).  Sutherland,  W.  J.,  "Teach- 
ing of  Geography,"  Chapters  XVII,  XVIII  and  XX. 
Holtz,    F.    L.,    "Principles   and   Methods   of   Teaching 
Geography,"  Chaps.  XIV  and  XV,  (Macmillan  Co.— 
$1.10). 

b.  Pictures,   Models.     Dynes,   Sarah  A.,   "Socializing  the 
Child,"    pp.    41-73,    (Silver   Burdett   and   Co.— $1.00). 
Intended  for  grades  I-III  but  is  suggestive  to  a  teacher. 
See  also  Dodge  &  Kirchwey,  Sutherland,  Redway  and 
references  in  Tarr  &  McMurry,  Intro.  Geog.,  p.  117. 

c.  Museum  and  Excursion.      (See  references  above  "Jour- 
nal of  Geography,"  Vol.  III.,  pp.  322-332.) 

(This'outlme  is  for  direction  of  the  teacher.) 

B.  Important  Needs  and  their  Satisfaction. 

I.  Chief  needs  of  man. 

a.  Food  and  drink. 

b.  Clothing. 

c.  Shelter. 

d.  Transportation  and  Recreation. 
References:  Keller  &  Bishop,  pp.  1-8. 

II.  Influence  of  geographic   environment  on   the  way   man 
satisfies  his  needs.     Keller  &  Bishop,  pp.  8-19.     Dryer,  C.  R. 
Econ.  Geog.,  pp.  18-45  and  50-54. 

III.  Division  of  labor  and  exchange  of  products.        Keller 
&•  Bishop,  pp.  24-34. 

C.  Studies  in  Man's  Efforts  to  Satisfy  his  Desires. 

I.    First  Study — Wheat  the  chief  food  product, 
a.    Motivation  suggestions. 
104 


1.  Visit  (if  near  enough)  the  Shredded  Wheat  Factory. 
Begin  study  with  what  the  class  saw,  and  trace 
back.   Recall  the  other  factory  at  Niagara,  N.  Y. 

2.  Visit  a  flour  mill,  warehouse,  or 

3.  Problems:      If  a  relative  gave  you  a  farm  in  the 
Sacramento  Valley  would  you  raise  wheat?    Why? 
Locate  the  mythical  farm  on  a  map  and  begin  study 
of  conditions  of  production  and  marketing. 

4.  Possible   questions   and   problems:      Why  are   we 
interested  in  wheat?     Does  it  grow  in  this  state? 
In  what  parts?    Show  these  areas  on  a  map.    What 
sort  of  soil  and  climate  seem  suited  for  it?    What 
elevations?    What  parts  of  the  United  States  seem 
adapted  to  wheat?    Do  we  get  wheat  from  any  of 
these  regions?     Do  these  regions  raise  enough  for 
themselves?      More  than  enough  for  themselves? 
If  more,  how  do  they  get  it  to  other  people?  (Rivers, 
canals,  roads,  railroads.)    Do  these  regions  sell  this 
as  wheat  or  do  they  manufacture  it  into  flour  and 
other  products?     Where  are  the  big  flour  milling 
cities?     Name  them.     Why  are  they  in  theseloca- 
tions? 

5.  Do  we  sell  any  wheat  to  Canada  or  buy  any    from 
her?     Why?     What  portions  of  Canada    produce 
wheat?   Compare  in  climate,  soil,  and  altitude  with 
the  wheat  regions  of  the  United  States.    What  are 
facilities  for  getting  it  to  market? 

Make  a  similar  study  of  Mexico,  Central  America 
and  South  America. 

Suggested  references:  Tarr  &  McMurry,  "Advanced 
Geography,"  (State  Text),  indexes  under  "wheat-" 
Encyclopedias,  Keller  &  Bishop,  Chapter  7.  Dryer 
pp.  113-117,  Allen,  "United  States,"  Chapter  IX. 
Rocheleau,  W.  F.,  "Geography  of  Commerce  and 
Industry,"  Chapter  II.  Bengston  &  Griffith,  "The 
Wheat  Industry,"  (Macmillan  Co., — 65c.)  Brigham 
and  McFarlane,  "Essentials  of  Geography,  Book 
II,"  page  403.  (American  Book  Company, — $1.25.) 
Carpenter,  "How  the  World  is  Fed,"  p.  12-43.  Brig- 

105 


ham,    A.    P.,    "Commercial    Geography,"    Chap.    I., 
(Ginn&Co.— $1.30). 

Map  Suggestions: 

1.  Have  maps  drawn  for  each  important    section 
studied  showing  important  rivers;     (2),  wheat   areas 
in  color;     (3),  railroad  trunk  lines;  (4),  canals;    (5) 
wheat  cities. 

2.  Final  maps   (at  conclusion  of  study) :      North 
America  map  should  show  (1)   Mountains — Appala- 
chian,   Rockies,    Sierra    Nevada,    Coast    Range;    (2) 
Rivers — St.    Lawrence,    Mississippi    and    four    chief 
tributaries,    Red    River    (of   the    North),    Columbia, 
Mackenzie,   Sacramento,   San  Joaquin,   Hudson;   (3) 
wheat  areas  in  color;  (4)  political  divisions — Canada 
(with  provinces  of  Ontario,  Manitoba,  Saskatchewan, 
Alberta,  and  British  Columbia) ;  United  States  (with 
states  of  Washington,  North  Dakota,  South  Dakota, 
Nebraska,     Kansas,     Oklahoma,     Minnesota,     Iowa, 
Missouri,     Illinois,     Indiana,     Ohio,     Pennsylvania, 
Maryland,  and  California),  Mexico,  Central  America; 
(5)  Cities:  Minneapolis,  Duluth,  Kansas  City,  Mil- 
waukee,   Chicago,    St.  Paul,     Detroit,    Toledo,  Cin- 
cinnati, Buffalo,  Spokane,  Winnipeg,  Toronto,  Seattle 
(shipping  point),   Omaha,   St.   Louis,   Oakland,   San 
Francisco  and  Stockton.  South  America  map(l)  Moun- 
tains— Andes,  Highlands  of    Venezuela  and    Guiana 
and  S.  E.  Brazil;  (2)  Rivers — Orinoco,  Amazon  (with 
tributaries  unnamed),  La  Plata  (with  Parana,  Para- 
guay and  Uruguay);   (3)   Wheat  areas  in  color;   (4) 
all  political    divisions;  Buenos    Aires,   Rosario,    Val- 
paraiso. 

II.    Fish,  a  most  useful  product. 

a.    Motivation  suggestions.     (Try  one  of  these  approaches 
if  you  have  no  better  scheme.) 

1.  Visit  a  fish  market  and  note  kinds  on  sale. 

2.  Let  a  child  whose  father  or  brother  is  engaged  in 
some  phase  of  the  fish  industry  tell  about  it. 

106 


3.  Who  will  tell  what  the  big  corks  bobbing  on  the 
water  near  the  Key  Route  pier  mean?  Who  has 
caught  fish  during  the  summer  vacation?  Where? 
What  sorts  of  fish  have  you  eaten?  Who  has  lived 
in  a  fishing  town?  Tell  about  the  life  there.  Are 
there  fish  in  San  Francisco  Bay?  What  sort? 
Why  do  some  people  eat  fish  on  certain  days? 
Where  do  they  get  the  fish?  Prove  that  fish  are 
a  good  food.  (Home  Economics  correlation.) 

NOTE:  The  teacher  will  take  up  the  kinds  of 
fish  in  such  order  as  they  come  up  naturally  in  the 
class  discussions.  These  notes  are  only  to  be  used 
as  guides  for  the  teacher. 

b.  The  Salmon.  The  center  of  the  salmon  industry  is  the 
Columbia  River  Region.  Where  did  the  fresh  salmon 
that  you  last  ate  come  from?  Have  you  used  canned 
salmon?  Did  you  notice  on  the  can  where  it  was  packed? 
What  sorts  of  positions  might  one  get  in  a  salmon  can- 
nery? What  methods  should  you  use  to  catch  salmon? 
Why  does  the  salmon  spend  part  of  its  time  in  fresh 
water  and  part  in  salt  water? 

Make  a  map  to  show  the  chief  salmon  fisheries  of  the 
Pacific  Coast  of  North  America  from  Mexico  north- 
ward with  coast  mountain  ranges,  Monterey  Bay,  San 
Francisco  Bay,  Sacramento  and  San  Joaquin  Rivers, 
the  Columbia  River,  Puget  Sound  Region,  Fraser  River, 
the  coast-line  of  Alaska  fairly  accurately,  the  Yukon 
River,  and  the  Pribilof  Islands,  California,  Oregon, 
Washington,  British  Columbia,  Alaska,  Monterey,  San 
Francisco,  and  Astoria. 

Be  able  to  locate  other  haunts  of  salmon — the  New 
England  rivers,  the  St.  Lawrence  and  its  tributaries, 
England,  Norway,  Russia,  Japan.  What  do  you  note 
about  the  general  location  on  the  globe  of  the  salmon 
haunts? 

References:  Tarr  &  McMurry,  Advanced  Geography, 
Index,  "Fisheries,"  (especially  page  172).  McMurry, 
C.  A.;  "Type  Studies  from  U.  S.  Geography,"  275- 
288,  (Macmillan  Co.— 72c.).  Allen:  "United States," 

107 


pp.  293-302.  Keller  &  Bishop,  p.  54  and  map  on  page 
38.  Encyclopedias  (especially  Britannica).  Fiction: 
Rex  Beach,  "The  Silver  Horde." 

c.  The  Cod.  Center  of  the  industry  is  the  North  Atlantic. 
Have  you  eaten  cod  fish?  In  what  form  did  you  buy  it, 
(i.  e.  fresh  or  dry  and  salted?)  Where  did  it  probably 
come  from?  (Study  as  the  great  cod  fishing  center, 
Gloucester,  a  city  of  about  the  population  of  Alameda,) 
Where  can  a  fisherman  find  cod?  What  are  the  banks? 
(i.  e.  the  Newfoundland  Banks).  How  were  they  formed? 
(Textbook,  p.  16.)  What  is  indicated  by  the  many 
widows  and  orphans  in  Gloucester?  Discuss  dangers  and 
hardships  of  the  fisherman's  life.  What  causes  sudden 
fogs  on  the  Newfoundland  Banks?  (text  p.  266.)  At 
this  point  study  the  currents  of  the  North  Atlantic 
and  their  effects  on  climate. 

Make  a  map  of  the  North  Atlantic  Ocean  showing 
the  New  England  and  east  Canadian  coasts.  Indicate 
the  shallow  water  along  the  shore  and  the  Newfound- 
land banks.  (Maps  in  text  book  pages  10  and  264). 
(Maps  in  Brigham  &  MacFarlane,  pp.  8  and  246.) 
Locate  also  Cape  Cod  and  Cape  Cod  Bay  (why  did  it 
receive  this  name?);  Nova  Scotia,  Cape  Breton  Island, 
(why  this  name?);  New  Foundland,  the  New  England 
States,  the  provinces  of  eastern  Canada,  the  cities  of 
Boston,  (important  fishing  market,)  Gloucester,  Port- 
land, (Me.),  Halifax,  Digby,  (important  Nova  Scotia 
fishing  village  of  1150  people,  see  Encyclopedia), 
Labrador  Current  and  Gulf  Stream. 

Locate  also  on  the  map  important  countries  to  which 
codfish  are  exported;  namely,  Spain,  Italy  and  Greece. 
(Why  to  these  countries  particularly?)  Why  not  similar 
exports  to  France?  (While  France  probably  consumes 
as  much  as  the  other  countries,  it  has  its  own  fishermen 
and  owns  the  islands  of  St.  Pierre  and  Miquelon. 
Textbook  p.  192.) 

References:  Tarr  &  McMurry,  Index  "Fisheries." 
McMurry,  "Type  Studies  from  United  States  Geog- 
raphy," (Macmillan  Co.— 72c),  pp.  23  to  38.  Allen, 
"United  States,"  pp.  287  to  293.  Brigham  &  Mc- 

108 


Farlane  " Essentials  of  Geography,   Book  II,"  index, 
Keller  &  Bishop,  p.  52. 

Suggested  Fiction:     Kipling's  "Captains  Courageous," 
Suggested  Compositions:     Trawling,   "Preparing  Cod- 
fish for  Market." 

d.  The  Oyster.  At  the  lower  end  of  the  cod  region;  namely, 
Chesapeake  Bay,  we  find  the  center  of  the  oyster  in- 
dustry.     Suggested   Questions:      Where   do   the   fresh 
oysters  in  the  market  come  from?    Can  you  tell  the  dif- 
ference  between   a   California   oyster   and   an   eastern 
oyster?    Where  are  the  oyster  canning  centers?    Where 
does  the  oyster  live?    Give  an  account  of  the  life  of  an 
oyster.     How  are  oysters  caught? 

References:  Text  book,  p.  72.  Allen,  "United  States," 
,  pp.  302-307.  Keller  &  Bishop,  pp.  108,  53,  54,  and  map, 
p.  38.  Brigham  &  McFarlane,  "Essentials  II,"  p.  108. 
Map :  Map  of  the  eastern  and  gulf  coasts  of  the  United 
States  showing  the  oyster  centers  at  Chesapeake  Bay 
and  Long  Island  Sound,  locating  Gulf  of  Mexico, 
Chesapeake  Bay,  N.  Y.  Harbor,  Long  Island,  the 
states  bordering  on  the  Atlantic  Ocean  and  the  Gulf 
of  Mexico,  the  cities  of  Baltimore,  New  York,  Norfolk. 
Make  a  map  of  California  to  show  oyster  products  in 
the  Gulf  of  California,  in  San  Francisco  Bay  (especi- 
ally opposite  San  Mateo  and  Millbrae)  and  in  Tomales 
Bay).  (Textbook  opposite  page  556.)  See  Key  Stone 
Views  for  illustrations. 

Optional  Topics:  (to  be  used  by  teacher  as  time  and  interests 
of  class  dictate.) 

e.  The  Lobster.     The  important  center  of  lobster  fishing 
is  off  the  coast  of  Maine.  If  there  seems  to  be  an  interest 
on  the  part  of  any  in  the  class,  reports  may  be  made  on 
(1)  the  method  of  capture  (2),  life  history  of  a  lobster, 
(3)  the  work  of  the  Federal  Fish  Commission  in  propa- 
gating lobsters  and  endeavoring  to  get  them  started 
in  new  waters. 

References:  Allen,  "United  States,"  pp.  311-313.    Tarr 
&  McMurry  (State  Text)Jp.  57. 

109 


f.  The  Sponge  should  be  considered  if  some  pupil  brings 
it  up.  Although  the  sponge  is  not  a  fish,   the  sponge 
industry  is  classed  under  "fisheries."     Reports  may  be 
made  on  the  life  history  of  a  sponge,  methods  of  capture, 
and  attempts  to  propagate  sponges  in  America. 

Locate  on  map  these  American  sponge  grounds  in 
the  Bahamas  and  the  Florida  Keys.  Locate  in  a  general 
way  chief  habittas  of  sponge  in  Red  and  Mediterranean 
Seas. 

References :  Encyclopedias. 

Map:  (add  sponge  areas  to  map  showing  oyster    beds). 
Allied  Topic:  the  physical  geography  of  the  Keys  and 
Bahamas  (i.e.  geological  reasons). 

g.  The  Whale.  Have  you  eaten  whale  steak?  What  products 
have  you  used  that  come  from  whales?    What  is  whale 
bone  and  how  is  it  obtained?    Have  you  seen  a  whaler 
in  San  Francisco  Bay?   Describe  it. 

NOTE:  Let  interested  pupils  (especially  boys)  study 
whale  catching;  whale  oil  and  its  uses,  whalebone 
(what  it  is,  how  obtained,  uses)  sperm  oil  (how  dif- 
ferent from  "whale  oil"). 

References:  Tarr  &  McMurry  (State  Text),  p.  178  and 
figure  159.  Allen,  "United  States,"  pp.  307-311 
(very  good). 

Possible  map:  World  with  oceans  labelled.  Write 
whales  in  Arctic  regions  (especially  off  Canada  Coasts). 
Sperm  whales  in  Tropics,  (especially  Indian  Ocean 
and  around  Hawaii). 

h.    Seals.    Habits,  use  of  fur,  efforts  of  U.  S.  Government 
to  conserve,  etc. 

References:  Tarr  &  McMurry  (State  Text),  p.  178-9  & 
Fig.  161.  Allen,  "United  States,"  pp.  313-315  (good). 
Keller  &  Bishop,  pp.  54-55. 

Allied  topics  for  study:    Relation  of  climate  and  animal 

life. 

i.     Trout,   especially  in   California  streams.      Reports   by 
pupils  who  know  first  hand  where    caught;     kinds  of 

110 


trout;  California  fish  laws — closed  season  "and  why. 
Citizen's  duty  in  co-operation;  fish  hatcheries  of  the 
State. 

References:  Publications  of  California  Fish  and  Game 
Commission  (in  University  of  California  Library,  or, 
Write  to  Fish  and  Game  Commission,  San  Francisco. 

j.     Sardine  Canning  industry  at  Monterey  (Booth's  Cres- 
cent Brand,  etc.). 

k.    The    White    Fish  of  the    Great    Lakes  (except    Lake 
Ontario  which  is  no  longer  a  factor).   The  Sturgeon  from 
which  American  Caviare  is  made. 
Reference:  Keller  and  Bishop,  pp.  107-8. 

III.    Coffee. 

.  Suggestions    (for  introducing  topic   if   teacher    has  no 
better  plan). 

a.  Was  coffee  used  in  your  home  this  morning?    Have  you 
used  coffee?  (Discussion  may  come  up  about  some  adults 
and  most  children  not  using  coffee.    Show  that  not  all 
persons  can  eat  and  drink  the  same  things.)     Do  you 
know  where  this  coffee  came  from?  Can  you  find  out? 

b.  Perhaps  someone  who  has  worked  in  a  grocery  store  or 
coffee  house  may  tell  of  sales,  grades  of  coffee,  adult- 
erants, etc. 

c.  Someone  may  have  a  relative  interested  in  retail,  whole- 
sale, importation  or  even  growing  of  coffee. 

d.  Let  the  children  bring  some  coffee  beans  to  school  as 
starting  point  for  the  study. 

Questions  and  Problems:  Why  is  coffee  so  called?  (From 
Kaffa  in  Abyssinia  probably  the  original  home  of  the  coffee 
plant.)  What  sort  of  a  plant  is  it?  What  part  used  for  the  drink? 
Do  we  get  our  coffee  from  Abyssinia?  Why?  Discuss  scattering 
of  plant  life  by  man.  (Here  is  an  excellent  example,  for  coffee 
was  first  extensively  cultivated  in  Arabia  just  across  the  Red 
Sea  from  its  original  habitat  and  one  of  our  best  qualities  today 
goes  under  the  name  Mocha. 

Nicholas  Witsen  of  Amsterdam  took  a  tree  in  1690  from  Arabia 

111 


to  Ja"va — where  coffee  is  now  extensively  grown  and  from  this 
island  comes  the  name  of  another  brand.  Early  Spanish  and 
Portuguese  explorers  brought  plants  to  America  and  French 
explorers  carried  it  to  their  tropical  possessions.  In  what  general 
region  does  coffee  grow  today?  (25°  N.  to  25°  S.)  Study  effect 
of  altitude,  soil  qualities,  moisture  and  shade  conditions  and 
how  man  controls  some  of  these  factors  by  irrigation  and  plant- 
ing shade  trees  with  his  coffee  trees. 

Map:  Of  North  and  South  America  or  at  least  from 
35°  N.  to  35°  S.  Equator,  Tropics  of  Cancer  and  Cap- 
ricorn. Locate  important  rivers  and  mountain  ranges. 
Indicate  in  color  coffee  areas.  (Map,4  Brigham  & 
McFarlane,  p.  227).  Put  in  political  subdivisions  of 
South  America,  Central  America,  Mexico,  and  larger 
islands  of  West  Indies  and  Panama  Canal.  Cities:  Vera 
Cruz,  Mexico,  Guatemala,  San  Salvador,  Colon, 
Panama,  Rio  de  Janeiro,  Santos,  Bahia,  Havana. 
Show  U.  S.  rights  in  Canal  Zone  and  West  Indies  in 
some  distinctive  way,  (shading,  color,  etc.) 

Suggested  Reports:  (1)  The  American,  Dutchman, 
German,  Englishman,  etc.,  as  coffee  drinkers. 
(i.  e.  Which  uses  most?)  (2)  The  first  coffee  houses  of 
London,  and  attitude  of  kings.  (3)  Spread  of  coffee 
drinking  from  Arabia  to  Europe  via  Constantinople. 

References:  Encyclopedias,  "Coffee,"  "Brazil,"  Tarr 
&  McMurry  (State  Text),  Index,  "Coffee."  Bowman, 
"South  America,  "pp.  217-224.  Chamberlain,  "South 
America,"  pp.  59-66.  Bulletin  of  International  Bureau 
of  American  Republics  (Now  Pan  American  Union) 
for  Nov.  1908  (an  excellent  12  page  article,  illus- 
trated, Freeman  &  Chandler,  "The  World's  Com- 
mercial Products,"  pp.  174-198.  (Well  illustrated, 
one  color  plate.)  For  the  teacher  only. 

IV.    Cotton:    Important  clothing  product. 
1.    Suggestions  for  approach. 

a.  How  many  are  wearing  clothing  made  of  cotton? 

b.  Visit  a  cotton  mill  (if  near  enough  and  the  mill  will 
give  permission). 

112 


c.  Bring  a  cotton    ball  to  class  (try  the  museum  if 
necessary). 

d.  Use  pieces  of  absorbent  cotton,  or   ravel   cloth  or 
string  to  arouse  interest. 

e.  Use  pictures  of  plant. 

f.  Make   use   of   vocational   activities   of   parents    if 
any  are  in  cotton  mills,  clothing  stores,  etc. 

2.  Important  points  in  study. 

Does  cotton  grow  in  California?  Where?  From 
what  regions  do  the  California  Cotton  Mills  (23rd 
Ave.,  and  the  railroad)  get  their  cotton?  What  do 
they  make  at  these  mills?  Are  these  articles  used 
in  Oakland?  In  what  other  parts  of  the  U.  S.  does 
cotton  grow?  In  what  states  are  these  regions 
located?  Which  states  produce  more  cotton  than 
our  own?  From  this  study  what  sort  of  climate 
do  you  think  the  cotton  plant  needs?  About  what 
part  of  the  globe  might  produce  cotton?  From 
your  geography,  see  if  any  of  these  regions  are  im- 
portant cotton  regions.  (Be  sure  pupils  find  India 
and  Egypt.)  What  is  calico?  How  did  it  get  this 
name?  (See  big  dictionary.  Calicut-Calcutta.) 
Make  a  list  showing  all  the  uses  of  cotton  you  can 
find.  What  is  a  cotton-gin?  Who  invented  it? 
When?  Is  such  a  machine  still  used?  Is  it  much 
different  from  the  original?  What  is  done  with 
cotton  seeds?  In  what  parts  of  the  United  States 
is  most  of  our  cotton  cloth  made? 

3.  Suggested  projects. 

a.  "  Mount  on  a  large  card  samples  showing  the  uses 
of  cotton.    See  which  row  of  the  class  can  get  the 
greatest  number  of  articles  and  mount  them  in  the 
neatest  way."    Allen,  p.  65. 

b.  "Describe    clearly   how   the    cloth   in   any    cotton 
garment  you  have  on,  is  made."  Allen,  p.  65. 

c.  If  you  were  managing  a  cotton  mill  in  New  Bedford, 

113 


Mass.,  and  you  were  buying  cotton  from  a  grower 
in  the  neighborhood  of  Houston,  Texas,  how  would 
you  get  the  cotton  to  your  mill?  (Study  steamship 
and  railway  routes,  comparing  distances,  directions, 
land  or  water  areas  traversed,  etc.)  Text  Book, 
figs.  227  and  237. 

Suggested  Maps:  (1)  Outline  of  world  showing  contin- 
nents  with  chief  cotton  regions  in  color  (Brigham  & 
McFarlane,  ''Essentials  II,"  p.  406).  (2)  North  and 
South  America:  a,  Mountains  and  chief  river  systems; 
b,  cotton  producing  areas  in  color;  c,  political  di- 
visions— California  and  all  States  of  the  U.  S.  south 
of  36°  30'  from  Texas  east  and  Missouri  and  Vir- 
ginia. (The  U.  S.  produces  62%  of  world's  cotton. 
India  18%  and  Egypt  7%).  Mexico,  Brazil,  Peru; 
cotton  shipping  centers — New  Orleans,  Galveston, 
Memphis,  New  York,  Norfolk,  Charleston,  Savannah, 
etc.;  e,  cotton  manufacturing  regions  shaded  (to 
overlap  colored  regions) — the  New  England  States, 
New  York,  New  Jersey,  Pennsylvania,  Maryland, 
Delaware,  and  the  southern  group;  f,  chief  cotton 
manufacturing  cities:  Lewiston,  Augusta,  (Me.), 
Manchester  and  Dover,  (N.  H.),  Lowell,  Fall  River, 
New  Bedford,  Taunton,  (Mass.),  Pawtucket,  Prov- 
idence (R.  I.),  Utica  and  New  York  City,  Philadel- 
phia, Chester,  the  southern  cities  (Text  Book,  p.  110). 
g,  locate  other  cotton  growing  regions  of  the  earth 
and  chief  cotton  manufacturing  nations. 

References:  Tarr  &  McMurry,  Advanced  Geography* 
(State  Text),  Index  "Cotton,"  p.  517.  Keller  &  Bishop, 
Chapters  XI  and  XII.  (The  most  exhaustive  treat- 
ment within  the  range  of  elementary  school  pupils.) 
Allen,  "United  States,"  Chapter  VI.  (Brief  but 
excellent.)  Carpenter,  "How  the  World  is  Clothed," 
pp.  15-50.  Brigham  &  McFarlane,  "Essentials  II," 
p.  406  and  Index  "Cotton."  Brigham's  "Commercial 
Geography,"  pp.  23-39.  Article  on  Cotton  in  Bulletin 
of  International  Bureau  of  American  Republics  (Now 
Pan  American  Union)  for  April  1909,  p.  599  (Good). 

V.    Wool:    another  important  factor  in  clothing. 

114 


NOTE  TO  THE  TEACHER:  You  will  observe  that  the 
study  of  Wheat  made  it  necessary  to  study  the  plains 
regions  in  the  temperate  climates  of  North  and  South 
America.  Fisheries  brought  about  a  study  of  certain 
coast  lines  and  climatic  conditions  on  the  ocean.  Coffee 
was  next  taken  up  because  its  study  covered  areas  in 
the  torrid  zone.  With  Cotton  the  pupil  again  approached 
the  temperate  climes  but  explored  areas  not  studied 
under  Wheat.  Wool  brings  him  back  to  the  temperate 
regions  and  in  many  ways  overlaps  Wheat  so  furnish- 
ing a  review  of  locations  but  it  also  introduces  areas  of 
greater  elevation  than  Wheat.  Moreover  it  introduces 
a  subject  in  which  our  nation  is  not  most  important 
and  along  with  the  Coffee  study  should  unconsciously 
but  effectively  inculcate  the  idea  of  economic  inter- 
dependence of  peoples  regardless  of  flag. 

1.  Suggestions  for  approach. 

a.  Adapt  suggestions  under  cotton  to  wool. 

b.  Appeal  to  love  of  animals  for  stories  about  lambs 
(Some    children    may   have    had   them   for   pets.) 
In  some  parts  of  the  City  try  goats. 

c.  Gloves,  shoes,  etc.,  made  from  sheepskin. 

2.  Important  points  in  study. 

Are  there  any  woolen  mills  in  Oakland?  Are  there  any 
sheep  in  Alameda  County?  How  do  you  know? 
(Have  you  seen  them  or  know  somebody  who  has 
some;  read  about  them  in  paper  or  pamphlets?  etc.) 
What  articles  in  your  home  are  made  of  wool? 
Where  may  this  wool  have  been  raised?  (Name 
chief  wool  growing  regions  of  the  world.  (Tarr 
&  McMurry,  p.  518.) 

What  countries  of  the  world  produce  more  wool 
than  the  United  States?  What  position  does  the 
United  States  hold  among  the  wool  producing 
regions?  Where  is  the  leading  wool  producing 
region  of  the  United  States?  What  other  animals 
beside  sheep  furnish  wool  used  in  clothing?  Where 
are  the  chief  wool-manufacturing  cities  in  the 

115 


United  States?    Name  the  most  important  and  tell 
what  sort  of  woolen  goods  each  produces  chiefly. 

3.  Suggested  projects:   (1)  Make  a  list  of  products  obtained 
from  sheep.   (2)  On  a  map  of  the  world,  on  eachjcountry, 
paste  a  picture  (or  draw  one),  of  the  animal  from  which 
wool  is  obtained.     (Allen,  "United   States,"  page  251.) 
(3)  Make  a  chart  of  samples  of  different  cloths  manu- 
factured from  wool.      (4)   Learn  to  tell  the  difference 
between  woolen  goods  and  cotton  goods  by  burning  a 
string  or  thread  of  each. 

4.  Subjects  for  reports  by  certain  pupils  (optional).     (1) 
The  sort  of  dogs  used  by  shepherds  and  their  training. 
(2)  The  life  of  a  sheep-herder.    (3)  Why  the  cattle-man 
doesn't   like   the   sheep-man   and   why   the   Australian 
sheep-man  fights  the  rabbit.     (4)  Sheep-shearing.     (5) 
The  hand  way  and  the  machine  way  of  spinning.     (6) 
The   hand   way   and   the   machine   way   of   weaving — 
—Carpenter   "How  the   World  is   Clothed/'   pp.    127- 
135.   (7)  Knitting  by  hand  and  by  machine,— Carpenter, 
pp.  135-140.     (8)  The  Greek  story  of  Arachne  and  the 
creation  of  the  spider. 

Suggested  Maps.  1.  The  world,  showing  continents, 
oceans,  and  in  color,  the  chief  wool-producing  regions; 
also,  important  steamship  lines  from  leading  export 
ports  to  leading  import  ports.  2.  Map  of  North  and 
South  America  to  show  (a)  the  chief  sheep  regions 
in  color,  (b)  Mountains  and  chief  rivers,  (c)  Argen- 
tina, Uruguay,  Chile,  Peru,  Mexico  and  all  the  States 
of  the  Great  Plains  region  of  the  United  States,  e.g., 
from  100°  to  115°  west;  also  Oregon,  Michigan, 
Texas,  and  California.  (The  chief  wool-produc- 
ing states  are:  1,  Wyoming;  2,  Montana;  3, 
Ohio.)  (d)  Chief  wool  manufacturing  cities  in 
Pennsylvania,  New  Jersey,  New  York  and  New 
England,  especially  Philadelphia  (carpet  man- 
ufacturing center):  New  York  City;  Woonsocket; 
Providence,  R.  I.;  Boston;  Lowell;  Lawrence,  Mass.; 
Manchester,  N.  H.  Most  of  the  cotton  manufacturing 
cities  have  woolen  mills,  also  (See  above),  (e)  Cities 

116 


in    Latin   America   shipping   wool:      Buenos    Aires, 
Montevideo,  Valparaiso,  Arequipa. 

References:  Tarr  &  McMurry,  (Text  Book),  p.  518  and 
index  under  "Wood  Manufacturing"  and  "Sheep 
Raising."  Brigham  &  McFarlane,  "Essentials,  Book 
II,"  p.  406  and  index.  Carpenter,  "How  the  World 
is  Clothed,"  pp.  73-105.  (The  best  treatment  for  pupils 
of  this  age.)  Allen,  "Industrial  Studies — United 
States,"  pp.  233-252  (Very  good).  Keller  &  Bishop, 
pp.  219-221  and  222-223.  Bowman,  "South  America, 
a  Geography  Reader,"  see  index.  (Good  for  South 
American  information.) 

The  attention  of  the  pupil  may  now  be  called  to 
the  fact  that  certain  plants  have  been  found  in 
different  temperature  belts  of  the  earth,  e.g.,  wheat, 
cotton,  and  coffee.  He  will  have  noticed  that  the 
chief  sheep  area  of  the  United  States  lies  in  the  plateau 
region  of  the  same  general  belt  as  the  wheat  areas  of 
the  Great  Plains  and  of  the  Pacific.  In  his  reading, 
he  may  have  discovered  that  this  plateau  region  is  a 
region  of  bunch  grass  supported  by  a  rainfall  which 
is  not  plentiful  enough  to  support  forests  and  the  larger 
brush  which  would  tend  to  tear  the  wool  of  the  sheep, 
form  covers  for  predatory  animals  and  in  other  ways 
be  detrimental  to  the  industry.  Here  seems  to  be  a 
good  place  to  study  those  rainfall  conditions  which 
make  the  plateau  region  sub-arid  and  to  account  for 
the  diminishing  rainfall  from  100°  to  115°  west  longi- 
tude. For  this  study  the  teacher  should  have  an 
original  weather  map,  or,  better  a  series  of  weather 
maps,  showing  the  progress  of  a  "cyclonic  low."  The 
nature  and  use  of  the  barometer  should  be  taught  in 
this  connection.  For  the  assistance  of  teachers, 
who  have  time  for  this  study  exercises  and  problems 
may  be  taken  from  Sutherland  and  Sanford, 
"Practical  Exercises  in  Geography,  Book  I,"  pp. 
115-117. 


117 


Note  :  At  this  point  teachers  who  have 
time  will  make  a  study  of  Cyclonic 
Storms.  In  general  the  outlines  given 
in  Sutherland  and  Sanford  will  be 
followed.  These  blank  pages  occur  be- 
cause of  copyright  material  which  had 
to  be  omitted.  Teachers  may  use  them 
for  notes  on  their  own  outlines. 


118 


119 


VI.  Rubber. 

1.   Suggested  approaches. 

a.  Projects.      (1)   Ask  pupils  to  cut  from  advertise- 
ments pictures  of  articles  made  of  rubber  and  bring 
to  class.    These  may  be  pasted  in  notebooks  or  on 
large   cards   in   the   classroom.       (2)    Have    small 
rubber  articles  collected   (i.  e.  ball,   comb,  pencil, 
eraser,    fountain   pen,    rubber   band,    etc.).     Note 
the  elastic  and  rigid  forms  of  rubber.      (3)   Bring- 
to  class  some  plant  with  a  milky  sap,  extract  sap 
and  coagulate  it. 

b.  Occupations   of   parents    and   friends    (automobile 
tire    salesman    and    repairmen,    etc.)  as  in  earlier 
studies. 

c.  Problems:    (1)   How  did  the  material  in  the  barrel 
of  a  fountain  pen  come  to  be  called  rubber?    (First 
practical   use   of  erasing  pencil   marks   discovered 
by   Dr.    Priestly,  English   chemist   in    1770.)      (2) 
Find  out  why  some  rubber  articles  are  elastic  and 
some  are  not.     (3)   From  what  sources  do  we  get 
rubber?  (4)  Are  old  rubbers  (overshoes  )and  rubber 
boots  good  for  anything?    (Teach  conservation.) 

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Suggestions  for  study 

The  best  rubber  is  known  as  Para  rubber.  Why? 
Locate  this  place.  Learn  all  you  can  (Encyclopedias, 
etc.)  about  the  Hevea  tree.  Explain  the  tapping 
and  collecting  the  latter.  How  is  it  coagulated? 
In  what  form  is  rubber  shipped?  What  country 
ships  most  rubber?  What  country  buys  most? 
Why  don't  they  manufacture  rubber  goods  in  the  for- 
mer or  raise  Hevea  trees  in  the  latter?  What  is  a  mack- 
intosh? Why  so  called?  Discuss  rubber  as  used  in 
clothing  (hats,  coats,  shoes,  etc.)  What  trees  or 
shrubs  besides  the  hevea  produce  rubber?  Where 
do  they  grow?  Are  they  important?  Can  rubber  be 
cultivated?  Why  does  most  of  rubber  produced  in 
Ecuador,  Bolivia,  Colombia  and  Venezuela  go 
to  market  via  Para? 

Map  Suggestions.  (1)  The  world  with  rubber  pro- 
ducing areas  in  color  and  rubber  manufacturing 
regions  shaded.  (Brigham  &  McFarlane,  Book  II, 
p.  407.)  (2)  North  and  South  America  (at  least 
tropics) :  a,  rubber  producing  areas  in  color;  b,  polit- 
ical divisions  Mexico,  the  6  central  American  States, 
all  South  American  States,  north  of  Tropic  of 
Capricorn.  Cities — Para,  Geara,  Rio  de  Janeiro. 
Other  large  cities  may  be  put  in  for  locational  work. 
(3)  (Optional  map  for  interested  boys).  Map  of 
U.  S.  showing  home  cities  of  companies  making 
leading  brands  of  automobile  and  bicycle  tires. 
(Obtain  facts  from  advertisements,  and  tire  stores.) 

References:  Tarr  &  McMurry,  Adv.  Geog.  (Text 
Book).  Index  "rubber,"  Brigham  &  McFarlane, 
"Essentials  Book  II,"  pp.  407;  228-9  (Brief  but 
good.)  Carpenter  "How  the  World  is  Clothed," 
pp.  240,  261.  (Best  account  for  pupils.)  Keller  & 
Bishop,  pp.  85-100  (Comprehensive,  good).  Bow- 
man, South  America  index  "rubber"  (Good 
description  of  country.)  Freeman  &  Chandler: 
"World's  Commercial  Products,"  pp.  278-297. 
(For  teachers'  use.  Beautifully  illustrated.  Ex- 
cellent classification  of  rubber.)  Bulletin  of  the 
International  Bureau  of  American  Republics  (now 

121 


Pan-American  Union)  for  Dec.  1908,  pp.  990- 
1010.  (Illustrated.)  A  good  general  survey  for 
teachers'  use. 

VII.   Lumber. 

NOTE:  This  topic  will  take  us  into  some  mountain  regions 
which  have  been  scarcely  touched  in  the  previous  studies, 
as  well  as  furnish  chance  for  review  (especially  of  Canada). 

1.  Suggestions  for  approach. 

a.  Through  the   manual   arts   classes   obtain  samples 
of  wood.    Let  boys  tell  stories  of  things  made  and 
trace  source  of  material. 

b.  Visit  a  house  in  course  of  construction.    Note  kinds 
of  wood  and  sizes  of  timber  (boys  may  make  meas- 
urements.) 

c.  Pictures  of  lumbering. 

d.  Lumber  used  in  ship  building  (for  classes  near  the 
estuary). 

e.  Stories    of   lumber    cargoes    (for    classes    near    the 
estuary.) 

f.  Stories  from  lumber  camps  drawn   from    the    ex- 
periences of  pupils  or  occupations  of  parents. 

g.  Obtain  samples  of  wood  finished  in  different  ways 
(S.    C.   Johnson   &   Sons,    Racine,    Wisconsin   may 
furnish  them.    Let  a  pupil  write). 

h.  "Make  a  list  of  as  many  hard  wood  trees  as  you  can; 
of  those  yielding  soft  woods."  Allen,  page  285. 
Get  small  samples  wherever  possible. 

i.  "Mak  a  list  of  the  articles  in  your  school  room 
which  are  made  of  wood;  of  those  in  your  home." 
Allen,  page  285. 

2.  Important  points  in  study. 

The  forest  areas  and  sorts  of  timber  in  California. 
Where  are  the  mills?  To  what  uses  is  California 
lumber  put?  Through  what  ports  is  it  shipped? 
What  national  forests  are  in  California?  What 
State  forests?  What  is  the  purpose  of  a  national 

122 


forest?  What  does  the  State  Forester  and  his  as- 
sistants do?  (Address  the  State  Forester  at  Sacra- 
mento.) Where  are  the  chief  forest  regions  of  the 
United  States?  (Map,  Keller  &  Bishop,  p.  57  or 
Adv.  Geog.,  textbook,  p.  228).  Of  Canada?  (Map- 
Carpenter,  p.  65.)  What  woods  do  we  get  from  the 
tropics?  What  are  the  chief  lumber  shipping  cities? 
The  chief  milling  cities? 

Map  Suggestions. 

1.  Map  of  North  and  South  America  (together  or  two 
maps)  showing  principal  forest  areas  in  color. 

2.  Map  of  United  States  showing  (1)  forest  areas  in 
color.    (2)  Rivers.    (3)  Mountains.  (4)  State  lines. 
(B)     Cities     especially    important  in    lumbering. 
(Consult  textbook.) 

3.  Map  of  United  States  showing  in  color  the  National 
Forests. 

References:  Tarr  &  McMurry,  Advanced  Geography, 
(textbook,)  index  "lumbering"  and  "Forests,  Trop- 
ical ."  Brigham  &  McFarlane,  "Essentials  Book 
II,"  esp.  pp.  203-4  (on  Canadian  forests).  Allen, 
"United  States,"  pp.  253-286.  (Best  general  treatise 
for  U.  S.  Also  covers  turpentine,  resin,  Arbor  Day, 
etc.)  Carpenter:  "How  the  World  is  Housed," 
pp.  64-90  (Excellent,  covers  field,  has  maps  and 
illustrations.)  Also  pp.  331-339.  (Furniture.) 
McMurry,  "Type  Studies  from  the  Geography  of 
the  United  States,"  pp.  108-119  (Soft  wood  forests 
and  Map;  good).  pp.  132-142  (On  hardwood 
forests  of  Ohio  Valley  (Good).  Keller  &  Bishop; 
pp.  56-60  (Illustrated,  map).  Johnston,  Clifton, 
"New  England,  A  Human  Interest  Geographical 
Reader,"  pp.  329-343  (On  Maine  forests  only. 
Very  good).  Winslow,  "Our  American  Neighbors" 
pp.  12-14  (On  Canadian  forests  only).  Bowman, 
"South  America,"  index  "Forests"  and  Vegetation 
Map  plate  XI,  p.  316.  (For  South  American  ref- 
erences.) Freeman  &  Chandler,  "World's  Commer- 
cial Products,"  pp.  297-312  (For  teachers'  use. 

123 


Illustrated.    Excellent  on  classification  of  varieties 
of  timber  writers  from  British  viewpoint.) 

Suggested  Topics  for  special  reports. 

a.  Work  of  a  forest  ranger. 

b.  Arbor  Day,  why,  when,  etc.    Let  class  plant  a  tree 
if  they  are  interested. 

c.  Work  of  a  carpenter,  cabinet  maker,  etc. 

d.  Forest  fires  (Story  of  one). 

e.  How  forests  hold  moisture  in  the  ground. 

f.  The  turpentine  industry. 

g.  Pitch,  and  resin,  sources,  uses,  etc. 

h.    Quinine,  a  South  American  forest  product, 
i.     The  California  Redwood  Park  in  the  Santa  Cruz 
Mountains. 

VIII.    Cacao  (Optional  topic). 

NOTE:  This  topic  may  be  introduced  in  classes  who  finish 
the  other  topics  or  may  be  studied  by  boys  and 
girls  who  are  ahead  of  the  average  in  the  class. 
When  studied  by  the  whole  class,  it  will  serve  as 
a  review  of  the  tropics  and  so  should  be  taken  up 
when  the  teacher  feels  the  time  is  ripe  for  review. 

1.  Approach.    (The  method  of  approach  will  depend  upon 
whether  the  teacher  takes  the  topic  as  a  class  study  or 
as  special  work  for  the  "supernormals.") 

a.  Various  products  of  cacao  used  in  our  homes. 

b.  Advertisements  of  these  from  magazines. 

c.  Pictures  of  the  tree,  its  cultivation,  etc. 

d.  Visit  of  certain  pupils  to  Ghirardelli  factory  in  San 
Francisco  (or  recollections  of  the  exposition). 

2.  Important  points  in  study.      Distinguish  between  the 
cocoanut  palm,  the  cocoa  plant  and  the  cacao  (cocoa) 
tree.    From  the  first  comes  the  useful  cocoanut  and  its 
products,     from    the    second    the    drug    cocaine,    and 
from    the    third,    cocoa,    chocolate    and  cocoa  butter. 
The  cacao  tree  is  a  native  of  the  Americas.    Cocoa  was 
used  as   a   beverage   among  the   Aztecs   whom   Cortez 
•conquered,  and  the  beans  passed  as  money.     The  bever- 

124 


age  was  introduced  into  Europe  by  the  Spaniards.  la 
study  of  manufacturing  processes  and  methods  of  cultiva- 
tion, the  Dutch  have  been  leaders. 

Map  Suggestions.  (1)  The  world;  cacao  producing  re- 
gions in  color,  cacao  consuming  countries  shaded. 
(2)  North  and  South  America  (torrid  zone  at  least). 
Locate  Mexico,  countries  of  Central  America;  the 
West  Indies  Islands  including,  besides  the  larger 
ones,  the  new  possessions  of  United  States  (Virgin 
Islands);  Guadaloupe  and  Martinique,  (French); 
Dominica;  Grenada,  and  Trinidad  (British). 

References:  Tarr  &  McMurry,  Advanced  Geography, 
Index  "cocoa."  Brigham  &  McFarlane,  "Essentials 
Book  II,"  p.  405.  (Map  only.)  Chamberlain,  "South 
America,"  pp.  158-164.  (Brief  but  good.)  Bowman, 
"South  America,"  see  Index  "cacao"  (fragmentary). 
Carpenter,  "How  the  World  is  Fed."  pp.  317-322. 
(Good.)  Crissey,  "The  Story  of  Foods,"  (Rand  Mc- 
Nally),  pp.  390-398.  (Includes  discussion  of  food 
value.)  High  School  textbooks  on  Com'l.  Geog. 
(especially  Adams;  Trotter,  Brigham).  Freeman  & 
Chandler,  "World's  Commercial  Products,"  pp.  113- 
143.  (For  teacher  only.  Beautifully  illustrated.- 
Excellent  on  processes  of  manufacture.  Production 
statistics  too  old.)  Bulletin  of  International  Bureau 
of  American  Republics  (now  Pan-American  Union.) 
Sept.,  1908,  pp.  471-482.  (Illustrated.  Good  for 
teacher's  use.)  Let  some  pupil  write  for  information 
to  Ghirardelli  Co.,  San  Francisco.  (940  North  Point.) 
Walter  Lowney  Co.,  Boston,  Mass.,  Hershey  Choco- 
late Co.,  Hershey,  Pa.,  and  others. 

IX.  Our  Relations  with  Other  American  Peoples. 

I.    The  Panama  Canal  Zone. 

1.  "Qn  a  good  map  in  your  textbook  find  the   city   of 
Panama.    On  what  ocean  is  it  located?    In  what  bay?" 

2.  "In  a  similar  manner  locate  the  city  of  Colon.    In  what 
direction  is  Colon  from  Panama?" 

3.  "By  the  use  of  the  scale  determine  the  distance  between 
these  two  cities.    A  strip  of  land  ten  miles  wide  and  ex- 

125 


tending   from   one   city   to   the   other   is  known  as  the 
Panama  Canal  Zone." 

4.  "Why  do  you  think  we  purchased  this  land?  Of  what 
importance  is  it  to  the  United  States?"  Sutherland 
and  Sanford  Book  I,  p.  190. 

II.  The  Panama  Canal. 

1.  Describe  the  Canal,  length,  width,  locks,  etc. 

2.  Suggested  problems:     Would  the  canal  save  you  time 
and  freight  charges. 

a.  If  you  were  buying  Ecuador   cacao  for  Lowney? 
For  Ghirardelli?     For  Hershey?     How  much  dis- 
tance (approximately)  in  each  case? 

b.  If  you  were  buying  coffee  from  Santes  for  (1)  an 
Oakland  importer,  (2)  a  New  York  importer? 

c.  If  you  were  the  buyer  of  rubber  for  a  tire  manu- 
facturer in  (1)  Akron,  Ohio?    (2)  Oakland? 

d.  If   you   were   buying   Argentine   leather  for   (1)    a 
Boston  shoe  factory?    (2)  an  Oakland  shoe  factory? 
Suppose  you  could  get  Australian  leather  equally 
as  good  for  the  same  price,  which  would  be  the 
better  place  to  buy  (in  each  case)? 

NOTE:  In  each  case  assume  shipping  costs  to 
depend  on  distance  alone,  otherwise  the  problem 
becomes  too  complicated. 

References:  Tarr  &  McMurry  Supplement  to  State 
texts.  Brigham  &  McFarlane,  "Essentials  II," 
pp.  190-192  (good  pictures  of  locks).  Pamphlets 
published  during  exposition.  Nida,  Panama  and 
its  Bridge  of  Water  (Rand  McNally).  Magazine 
articles  (in  library).  Barrett,  John,  "Panama 
Canal,"  (for  teacher.  Excellent). 

III.  Languages.   Problem:  If  you  were  a  travelling  salesman 
for  an  Oakland  factory  in  South  America  what  language  would 
be  most  useful  for  you?    If  you  were  a  buyer  of  crude  rubber, 
which  language? 

IV.  Governments.      What  sort  of  governments   do  these 
nations  have?       NOTE:      The  republics  of  Argentina,   Brazil, 

126 


Mexico,  and  Venezuela  have  constitutions  providing  a  de- 
centralized, federal  type  of  republic  like  the  U.  S.  A.  The  others 
provide  the  unitary  centralized  type  much  after  the  pattern  of 
France.  It  is  unnecessary  for  the  pupils  to  study  this  fact  but 
the  teacher  should  understand  the  difference  in  case  the  matter 
comes  up. 

V.  The  Pan-American  Union.     Explain  what  is  meant  by 
"Latin    America?"        "Anglo  -  America?"        'Tan    America?" 
What  is  the  Pan  American  Union?    Where  is  its  office?    What 
is  its  work?    Why  is  it  important? 

References:  Barrett,  "Pan  American  Union."  (For 
teachers.  Very  good.)  The  Bulletin  of  the  Pan 
American  Union  (published  monthly  in  four  languages 
of  the  Americas). 

VI.  Map  Suggestions. 

a.  Prepare  an  outline  map  of  North  and  South  America 
(together    or    two    separate    maps)    with    important 
islands. 

b.  Show    separate    states    (nations)    of    the    Americas 
and  locate  and  name  capital  city  in  each.    (Do  not 
memorize  these.) 

c.  Write  on  each  a  word  to  show  what  kind  of.  gov- 
ernment the  people  have.    If  it  belongs  to  a  European 
nation  indicate  by  "Brit."  "French,"  "Dutch,"  etc. 

d.  Indicate  on  map  the  prevailing  language  in  each  of 
these  countries. 

HISTORY 

5A  AND  7B  COURSE 

A.    The  Function  of  History  Teaching. 

"We  believe  that  a  leading  aim  in  history  teaching  is  to 
help  the  child  to  appreciate  what  his  fellows  are  doing  and  to 
help  him  to  intelligent  voluntary  action  in  agreement  or  disagree- 
ment with  them." — Committee  of  Eight  p.  X. 

"The  essential  purpose  of  history,"  to  use  the  words  of  Dr. 
Woodley,  "is  to  give  an  idea  of  individual  and  national  worth 
and  the  means  by  which  they  have  been  developed;  so  that  the 
child  knowing  these  may  be  persuaded  to  do  the  things  and 

live  the  life  that  will  make  for  the  welfare  of  himself  and  the 

»  » 

127 


state."  (Quoted  by  Dr.  Wayland  in  "How  to  Teach  American 
History/'  page  42.) 

Let  us  emphasize  in  the  first  quotation  the  words  "intelli- 
gent" and  "voluntary,"  and  let  us  keep  in  mind  that  action 
results  not  from  cold  intellectual  effort  but  from  emotional  life. 
The  traditional  university  professor  demands  intellectual 
effort  primarily  and  the  typical  evangelist  seeks  immediate 
action.  Therefore  the  former  neglects  appeal  to  the  emotions 
while  the  latter  devotes  most  of  his  attention  to  emotional 
appeal.  The  best  pulpit  speakers  and  orators  strive  to  combine 
the  elements  of  "conviction"  and  "persuasion"  in  such  a  way 
as  to  get  intelligent  action.  But  the  world  today  requires  intel- 
ligent action  on  the  part  of  the  citizen  that  "will  make  for  the 
welfare  of  himself  and  the  state"  that  is,  intelligent  voluntary 
co-operation  with  his  fellows  for  the  social  good.  The  "splendid 
isolation"  of  individualism  has  had  its  'day.  The  steady  devel- 
opment of  the  idea  of  the  monogamous  family  loosened  its  grip 
on  the  individual  man;  the  ten  dene  y  of  modern  nations  to  ex- 
press certain  national  ideals  has  broken  its  influence  over  fam- 
ilies and  classes;  and,  may  we  not  believe  that  the  Great  War 
initiates  the  overturning  of  its  influence  as  between  the  nations 
of  the  earth?  Are  men  not  becoming  more  and  more  convinced 
that  if  crime,  poverty,  feeblemindedness,  etc.,  are  to  disappear 
from  among  us  that  there  must  be  some  modification  of  the 
race-is-to-the-swift,  let  the  devil-take- the-hindmost 

policy  and,  if  the  day  is  to  dawn  when  war  is  to  be  a  synonym  for 
murder  and  forceful  annexation  for  larceny,  it  can  only  dawn 
when  the  same  standards  of  conduct  now  acknowledged  as 
wise  among  small  groups  of  men  are  made  to  govern  men  in 
their  larger  group  relations? 

"Emphasis  is  given  to  the  chief  aim  of  history  by  centering 
its  lessons  upon  the  effort  to  socialize  and  humanize  the  children 
by  an  intelligent  and  sympathetic  treatment  of  the  moral  rela- 
tions of  men.  History  is  thus  pre-eminently  a  moral  study  and 
moral  practice.  To  give  a  vivid  and  intense  realization  of  social 
duties  and  obligations  is  the  essence  of  the  best  history  instruc- 
tion. 

"A  great  moral-social  aim  has  such  kingly  power  that  it  draws 
into  its  tributary  service  other  important  aims  which  some  have 
set  in  the  chief  place.  Among  these  is  a  pure  and  liberal  pa- 
triotism, intelligent  and  fair-minded.  The  mental  powers  are 

128 


also  exercised  in  a  mode  of  reasoning  peculiar  to  historical  ma- 
terials which  calls  for  a  well-balanced  judgment  in  the  weighing 
of  arguments,  and  in  estimating  probabilities.  This  is  a  most 
useful  form  of  reasoning,  constantly  needed  in  our  every  day 
problems." 

B.    Method. 

I.  Study  the  relation  of  this  work  to  the  other  5 A  subjects. 
Pupils   are  being  taught  by  means  of  geography — it   is  but 
one  of  your  tools.    See  especially 

a.  History. 

b.  Home  economics — for  food  and  textile  products. 

c.  Literature. 

II.  The  underlying  psychology  of  geography  is  the  l 'exten- 
sion of  experience  through  imagination."    See  Freeman,  F.  N., 
"The  Psychology  of  the  Common  Branches",   Chapter   VIII. 
(Houghton  Mifflin  Co.  1916— $1.25). 

III.  Lesson  Plans. 

a.  "The  teacher — should  be  perfectly  free  to  plan  his  work 
so  as  to  give  his  children  the  best  training  he  can.    He 
should  adopt  any  "methods"  that  seem  suited  to  his 
needs,  but  should  never  forget  that  he  is  supposed  to 
be  forging  one  of  the  necessary  links  in  the  whole  chain 
of  geographic  study  and  that  his  work  must  be  strong 
geographically,  as  it  should  be  pedagogically." — Dodge 
&  Kirchwey,  p.  5. 

b.  Problem   Method.      Geography  furnishes  an  excellent 
*       subject  to  teach  by  the  problem  method.    Sutherland, 

W.  J.,  "The  Teaching  of  Geography,"  (Scott  Foresman 
&  Co.— $1.25),  Chapters  11  and  12.  Also  Dodge  & 
Kirchwey,  pp.  85-86. 

c.  The    Socialized    Recitation.       Important    problems   in- 
volving several  recitation  periods  offer  a  fruitful  field 
for  the  co-operation  of  all  members  of  the  class  in  their 
solution. 

References:  Pearson,  F.  B.,  "The  Vitalized  School," 
Chapter  15.  (Macmillan  Company, — $1.40.)  Whitney, 
William,  "The  Socialized  Recitation,"  pp.  1-17,  (A. 
S.  Barnes  Company, — 50c.)  Earhart,  Lida  B.,  "Types 

129 


of  Teaching,"  Chapter  11.    (Houghton-Mifflin  Co.— 

$1.25.) 

d.  Suggested  Lesson  Plans.  Strayer,  G.  D.  "A  Brief 
Course  in  the  Teaching  Process/'  Chapter  16.  (Mac- 
millan  Company,  $1.25.)  "History  must  be  presented 
not  as  an  accumulation  of  results  or  effects,  a  mere 
statement  of  what  has  happened,  but  as  a  forceful  acting 
thing.  The  motives,  that  is,  the  motors,  must  stand  out. 
To  study  history  is  not  to  amass  information  but  to 
use  information  in  constructing  a  vivid  picture  of  how 
and  why  men  did  thus  and  so;  achieved  their  successes 
and  came  to  their  failures." 

IV.  Attention  to  Organization  by  Pupils. 

"How  essential  this  is  to  success  in  adult  undertakings 
of  all  sorts  every  one  knows.  No  subject  is  mastered 
until  the  relation  of  its  parts  to  one  another  is  determined, 
.  until  the  facts  bearing  on  each  phase  are  separately 
grouped,  and  until  enough  such  facts  are  collected  to 
give  fair  support  to  each  leading  idea.  Good  organiza- 
tion of  ideas  means  just  this;  it  signifies  such  order  and 
completeness  as  will  assure  thoroughness  or  fullness 
of  comprehension  and  consequent  force  in  presenta- 
tion." (op.  cit.  p.  9). 

What  subject  is  better  than  history  for  training 
pupils  in  organization,  if  we  only  avoid  the  steady 
diet  of  the  "one  word"  and  "date"  answer?  How  much 
more  true  if  we  bring  to  bear  the  geography  and  civics 
lesson?  Let  John  tell  the  story  of  the  Cabots  in  an 
organized  way.  Demand  that  he  go  to  the  map  and 
show  what  Cabot  actually  discovered,  talking  two  or 
three  minutes  or  longer.  Let  him  give  a  word  picture  of 
the  size  of  the  ship,  number  of  the  crew,  purpose  of  the 
voyage,  etc.  Or,  let  Mary  tell  just  what  conditions  in 
Massachusetts  led  Roger  Williams  to  leave  the  colony 
and  explain  whether  she  would  have  gone  with  him  or 
not  under  the  circumstances. 

V.  Development  of  Initiative  by  Pupils. 

"In  the  world  at  large  possibly  the  most  highly 
valued  quality  of  character  is  self-reliance,  i.e.,  the  abil- 

130 


ity  to  act  as  a  leader  whether  in  one's  own  affairs  or  in 
the  affairs  of  others.  Every  intelligent  parent  desires 
to  see  the  right  kind  of  independence  developed  in  his 
child."  (op.  cit.  ) 

Do  John  and  Mary  ask  questions  or  do  I,  the  teacher, 
ask  all  the  questions?  Are  my  pupils  being  trained  now 
to  undertake  tasks  by  themselves  or  do  they  wait  for 
my  direction? 

"My  teacher  of  history,"  says  Dr.  Wayland,  "should 
increase  my  efficiency  as  an  active  factor  in  a  progres- 
sive. 

To  accomplish  this  the  history  must  touch  the  pupil's 
life,  either  by  its  direct  bearing  on  his  present  environ- 
ment or  by  its  evident  solution  of  'a  problem  which  is 
vital  to  him. 

C.  Biography  as  a  Means  of  History  Instruction. 

"The  field  with  which  the  teacher  of  history  has  to  deal  offers 
as  units  of  instruction  individual  human  beings  and  groups 
of  human  beings.  Facts  relating  to  the  former  make  up  the 
special  subject  matter  of  biography.  Facts  relating  to  the  latter 
make  up  the  subject  matter  of  history  proper."  (Johnson,  161.) 

American  History  is  rich  in  biographical  material  because 
our  early  days  fall  in  the  full  light  of  modern  history  and  we 
know  our  leaders  and  heroes  as  real  men,  not  as  half  mythical 
persons.  Moreover,  our  early  history  furnished  favorable  con* 
ditions  for  noble  men  and  women  to  render  great  service.  "Biog 
raphy,"  says  Dr.  Wayland,  "emphasizes  the  personal  element  in 
history.  Ihe  personal  element  can  hardly  bo  over  valued.  In 
truth,  we  are  constantly  in  danger  of  not  recognizing  the  per- 
sonal element  of  forces  in  great  movements  at  half  their  value. 
We  speak  of  the  course  of  events,  as  if  things  of  themselves 
worked  themselves  out  in  logical  series.  We  abstract  the  spirit 
of  the  age,  as  if  it  were  something  that  has  an  existence  apart 
from  the  embodied  spirits  that  walk  and  talk  before  us." 
"In  proportion  as  the  student  recognizes  the  personal  element 
in  history,  in  proportion  as  he  sees  how  social  and  political 
institutions  are  determined  by  the  characters  and  conduct  of 
men  and  women,  he  will  be  forced  to  acknowledge  his  personal 
obligation  as  a  citizen.  Upon  such  a  basis  education  for  effi- 
cient and  honorable  citizenship  ought  to  be  proper  and  easy. 

131 


Is  it  fortitude  and  devotion  and  patience  and  justice  and  enter- 
prise and  patriotism  that  have  made  the  past  glorious?  Is  it 
these  qualities  that  we  cherish  for  the  future?  These  things  are 
found  in  persons:  nowhere  else  can  they  be  found."  ("How  to 
Teach  American  History,"  pp.  145-147.) 

Moreover,  "Children  have  a  natural  and  healthv  interest  in 
persons;   they  live  and  suffer  with  their  heroes  and  thus  enlarge 
their  own  experience  in  a  manner  scarcely  to  be  thought  of  in 
dealing  with  social  groups." — Johnson.     And  Dr.  Way  land  per- 
tinently adds,   "Proper  biography  thus  opens  many  desirable 
nights  to  aspiration,  and  at  the  same  time  closes  many  that  are 
undesirable.    The  child's  imagination  is  going  to  make  nights, 
we  may  be  certain  of  that;    the  child  is  going  to  think  himself 
somebody  else  much  of  the  time.    Shall  he  be  introduced  into 
the  company  of  nobles,  who  have  made  the  best  the  world  has, 
or     shall     he    be     allowed    to    find     heroes    for     himself     in 
Deadwood  Dick  and  the  nearest  gang  leader?"    (op.  cit.  p.  148.) 
References  for  the  teacher:  Johnson,  Hemy;     "Teach- 
ing of  History,"   Chapter  VI.     Wayland,  John  W., 
"How  to  Teach  American  History,"  Chapter  XII. 

D.    Motivation  Methods. 

I.  Dramatization.  If  the  pupils  really  "live  and  suffer  with 
their  heroes,"  as  Johnson  has  suggested,  this  imaginative 
impersonation  can  be  made  to  approach  reality  by  dramatiza- 
tion. This  may  extend  from  the  costuming  of  a  single  child  to 
represent  a  character  studied  to  the  pageant.  It  has  been 
suggested  that  costumes  suitable  to  represent  explorers  and 
settlers  of  various  nationalities  be  made  in  the  Home  Econ- 
omics department  one  by  one  as  time  and  resources  permit. 
Such  costumes  then  become  part  of  the  school  equipment  and 
can  be  used  term  after  term  to  illustrate  lessons.  As  they  in- 
crease in  number  and  variety,  they  can  be  used  in  costuming 
little  plays  and  pageants. 

For  the  teacher's  reading:  Wilson  and  Wilson,  "Mo- 
tivation of  School  Work,"  pp.  109-117.  Wayland,  J.  W.,  "How 
to  Teach  American  History,"  Chap.  XIII.  Finlay-Johnson, 
Harriet,  "The  Dramatic  Method  of  Teaching."  Especially 
Chap.  II.  (Ginn  &  Co.— $1.00.) 

Useful  books  of  historical  plays  for  the  fifth  grade  are: 
Bird,  Grace  E.  &  Starling,   Maud,  "Historical  plays 

132 


for  Children,"  (Macmillan  Co.—  40c.)  Tucker, 
Louise  E.  &  Ryan,  Estelle  L.,  ''Historical  Plays  of 
Colonial  Days."  (Longmans  Green  &  Co. — 50c.) 

II.    Use  of  pictures. 

Good  pictures  are  needed  to  make  dramatization  successful 
and  may  serve  as  a  substitute  therefor.  Moreover,  pictures  such 
as  that  of  Hudson's  "The  Halfmoon"  (restored  for  the  Hudson- 
Fulton  Celebration  in  N.  Y.,  in  1909)  are  most  valuable  in 
making  the  past  real.  But,  "Even  the  best  pictures  are  likely 
to  give  children  incorrect  notions  of  size,  hence  care  must  be 
used  to  help  the  child  to  acquire  standards  by  which  to  judge 
the  actual  size  of  objects  seen  in  a  picture." — Dynes,  "Social- 
izing the  Child,"  p.  52.  (Miss  Dynes  suggests  some  methods  on 
the  same  page.)  Assure  yourself  by  proper  questioning  that  the 
child  gets  your  idea  for  he  may  be  either  ignorant  of  perspective 
or  seeing  as  important  something  you  overlooked.  "In  using 
pictures  eternal  vigilance  is  necessary  to  clearly  guard  against  a 
wrong  'first  impression'  for  the  good  picture  clearly  .perceived 
makes  a  strong  appeal  to  the  child,  and  the  first  impression  is 
likely  to  remain  a  permanent  one."  (Dynes  op.  cit.  p.  54.) 

For  the  teacher's  reading.  Dynes,  Sarah  A.,  "So- 
cializing the  Child."  Chap.  II.  Wayland,  J.  W., 
"How  to  Teach  American  History,"  Chap.  XIV. 
Johnson,  Henry,  "Teaching  of  History,"  Chaps.  VIII- 
IX  (passim).' 

Reasonably  priced  pictures  (Ic  to  5c  each).  The 
Perry  Pictures.  (For  catalogue  address  The  Perry 
Picture  Co.,  Maiden,  Mass.)  The  Cosmos  Pictures 
(Cosmos  Picture  Co.,  New  York).  Brown's  Famous 
Pictures  (Geo.  P.  Brown  &  Co.,  Beverly,  Mass.). 

Stereographs,  etc.  Keystone,  "Teacher's  Guide," 
(Keystone  View  Co.,  Meadville,  Pa.).  "Tours  of  the 
World,"  Catalogue  of  Stereographs  and  Slides. 
(Underwood  &  Underwood,  New  York.) 

Magazine  pictures,  especially  The  National  Geo- 
graphic Magazine  (certain  numbers).  The  Mentor 
(selected  numbers). 

Postcards  and  guidebooks.  It  may  be  that  children 
will  have  at  home  postcards  and  guide  books  collected 
by  parents  or  friends  while  touring.  Others  may  be 

133 


found  in  stores,  note  also  "Little    Phosnut  Journeys" 
(Detroit  Publishing  Co.). 

III.  Relics,  Models,  etc. 

Each  school  needs  a  museum  room  or  museum  cases  in  class 
room.  In  these  could  be  gathered  relics  connected  with  the 
past.  In  the  absence  of  this  the  city  museum  may  be  called 
upon  to  furnish  what  it  has.  Teachers  should  decide  upon 
their  work  long  enough  in  advance  to  allow  the  museum  a  reas- 
onable period  in  which  to  meet  the  school's  -request.  Homes, 
in  some  cases,  will  loan  historical  relics.  Models  and  casts  are 
very  rare  in  American  schools  and  may  well  be  the  gifts  of  classes 
in  schools  (where  gifts  are  made).  In  time  such  articles  will  be 
considered  part  of  the  school's  equipment.  Relics  are  usually 
small  and  so  do  not  take  up  much  space.  Moreover  they  do 
not  present  the  difficulties  of  size  and  perspective  that  pictures 
do,  nor  the  scale  problem  that  casts  frequently  do. 

For  Teachers'  Reading.  Wayland,  J.  H.,  "How 
to  Teach  American  History,"  Chap.  XIV.  Johnson, 
Henry,  "Teaching  of  History,"  Chap.  IX. 

IV.  Handwork. 

"It  has  been  said  we  remember  one-tenth  of  what  we  hear, 
five-tenths  of  what  we  see,  and  nine-tenths  of  what  we  do,"- 
Wayland,  p.  162.  Whether  we  agree  or  not  with  these  per- 
centages we  are  agreed  that  the  more  senses  appealed  to,  and 
the  more  avenues  the  brain  uses,  the  better  the  chance  of  leaving 
an  impression.  Our  instruction  work  has  been  successfully 
used  in  lower  grades  and  there  appears  no  good  reason  for 
abandoning  a  successful  tool  at  any  arbitrarily  fixed  point 
in  the  school  curriculum.  Therefore,  do  less  of  this  work  than 
in  earlier  grades,  but  yet  do  some.  Mary  A.  Whitney  has  tabu- 
lated "construction  work"  as  follows: 

1.  Blackboard  illustration  using  free-hand  drawing,  stencils 
or  "cut-out"  pictures. 

2.  Paper  folding  for  caps,  boats,  tables,  chairs,  tents,  cradles, 


3.  Paper  cutting,  posters,  or  upright  figures. 

4.  Weaving,  raffia  or  reed,  for  baskets  and    hammocks; 
woolens  for  rugs,  mats,  blankets;     beads  for  wampum 
and  headbands. 

134 


5.  Color  work,  pen  and  ink,  crayon-*,  water  <•.>!. u>.  rr;iy.>n- 
and  dyes. 

6.  Wood  chairs,  tables,  beds,  wagons,  etc.    A  sharp  jack- 
knife  and  the  crates  for  fruit  or  cigar  boxes  can  be  used. 

7.  Cardboard  for  houses,  wagons,  etc.      Corrugated  paper 
is  excellent. 

8.  Clay;     almost  anything  imaginable  can  be  made  from 
clay.    Clay,  when  hard,  can  be  painted  with  water  colors 
and  baked  in  the  ordinary  oven. 

9.  Sand  table. 

10.  Salt;  take  one-half  cup  of  salt;  one-fourth  cup  of  corn- 
starch,  mix  thoroughly;  add  one-fourth  cup  of  water; 
stri  until  smooth;  set  on  stove  to  cook,  stirring  con- 
stantly until  it  thickens  into  one  lump.     Take  it  off 
immediately  and  squeeze  with  hands  as  you  would  clay 
or  wax.    Mold  into  forms  desired. 

11.  Pictures. 

12.  Miscellaneous,    toothpicks,    clothespins,    tissue   paper, 
crepe    paper,    tin   foil,    toy    animals,    animal    crackers, 
boxes  of  •  all  kinds,   cotton  sparkle,   beads,   horse  hair, 
glue   paste,    soda   fountain   straws,    peanuts,    almonds, 
walnuts,  cloves,  corn  stalks,  corn  husks,  wire,  chicken 
feathers,  adhesive  tape,  court  plaster. 

Not  all  these  methods  are  suitable  to  your  class,  but  they  are 
included  here  for  the  sake  of  completeness.  Of  Miss  Whitney's 
project  suggestions  which  concern  your  part  of  the  course,  I 
take  the  liberty  of  passing  on  to  you  the  following : 

Columbus  in  chains:  Magellan's  route  marked  on  a  tennis 
ball:  Drake  and  a  Spanish  ship  as  a  prize;  John  Smith  and  his 
compass;  Miles  Standish's  sword;  John  Winthrop's  collar  and 
hat;  New  England  fireplace;  logs  and  andirons;  Dutch  oven; 
Hour  glass;  Dutch  houses;  Dutch  girl;  Penn's  Quaker;  Southern 
plantation,  cotton,  tobacco;  George  Washington,  as  a  survey- 
or; tripod,  compass,  raft  for  journey  to  Ohio;  Benjamin  Frank- 
lin, boy  with  loaves  of  bread,  gets  lightning,  "Poor  Richard's 
Almanac";  Independence  Bell;  Daniel  Boone,  his  tree,  his  stump 
and  his  Boonesboro;  Mississippi  River  Flatboat;  George  Wash- 
ington's Inauguration  clothes;  Eli  Whitney's  Cotton  Gin;  First 

135 


steamboat  (made  of  paper  and  cardboard);  A  Spanish  mission; 
Discovery  of  gold  in  California,  spade,  pick,  pan. 

From  "Teaching"  (Kansas  State  Normal)  for  Octo- 
ber 1916,  pp.  15-21.  Reprinted  in  History  Teacher's 
Magazine,  Vol.  VIII,  pp.  60-62.  (February  1917.) 

Other  references:  Dynes,  Sarah  A.,  "Socializing  the 
Child/'  (Silver  Burdett  &  Co.— $1.00),  Chap.  III. 
(Intended  for  grades  1,  2,  3,  but  suggestive.)  Dobbs, 
Ella  V.,  "Illustrative  Handwork  for  Elementary 
School  Subjects,"  (Macmillan  Co.).  Especially 
Chap.  IV.  and  pp.  156-161. 

V.    Oral  Story. 

There  seems  to  be  no  doubt  that  in  the  earlier  grades  much  of 
the  history  should  be  presented  by  oral  story  and  it  will  not 
be  wise  to  abandon  this  tool  at  any  arbitrarily  fixed  stage  in  the 
pupil's  development.  Dr.  Charles  McMurry  ("Special  Method 
in  History,"  pp.  49-118)  has  discussed  the  oral  treatment  of 
history  stories,  and  incorporated  his  method  of  telling  the 
story  of  George  Rogers  Clark.  Among  the  advantages  which 
Dr.  McMurry  emphasizes  is  that  the  story  furnishes  the  details 
needed  for  the  developing  reasoning  powers  of  children,  which 
text-books  can  in  no  way  supply.  "It  (the  text-book)  can 
simply  present  the  cold  facts  and  leave  the  student  to  think  or 
not  to  think,  as  he  chooses.  It  gives  simply  answers,  not  prob- 
lems. He  must  bring  the  child  up  against  problems  and  allow 
him  a  chance  to  think  about  them  seriously." 

References:  McMurry,  "Special  Method  in  History," 
pp.  40-118.  The  many  books  on  story-telling  by  Miss 
Bryant,  Miss  Keyes,  etc.  Miss  Shedlock  ("The 
Art  of  the  Story  Teller,")  gives  some  excellent  sug- 
gestions, especially  on  the  difficulties  of  the  story. 
(See  Chapter  I.)  One  of  Miss  Shedlock's  schemes  is 
to  tell  stories  to  pupils  who  keep  their  eyes  closed 
during  the  narration.  She  argues  that  while  only 
one  sense  is  appealed  to  in  this  way,  that  it  is  the  im- 
portant sense  and  that  the  pupil's  use  of  his  eyes 
merely  permits  distraction.  This  devise  ought  to  be 
valuable,  where  the  pupil  is  required  to  exercise  his 
imagination. 

136 


VI.    The  Problem: 

Successful  teachers,  who  have  exercised  care  in  selecting 
the  questions  they  gave  pupils  to  study,  have  always  made  use 
of  the  problcyn  for  its  challenge  has  prompted  good  work.  It  has 
been  claimed  that  the  only  fruitful  study  consists  in  the  solution 
of  problems.  In  preparing  for  a  recitation,  Dewey  says,  "The 
best,  indeed  only  preparation,  is  aroused  to  a  perception  of 
something  that  needs  explanation,  something  unexpected, 
puzzling,  peculiar.  When  the  feeling  of  a  genuine  perplexity 
lays  hold  of  any  mind  (no  matter  how  the  feeling  arises)  that 
mind  is  alert  and  inquiring  because  stimulated  from  within." 
("How  We  Think,"  p.  207.) 

Recent  writers  point  to  history  as  an  ideal  subject  for  the 
problem  method.  "Any  topic  not  attaching  itself  to  a  problem 
should  be  omitted."  say  the  Wilsons  ("Motivation"  p.  132). 
It  is  true  that  the  history  of  a  people  may  be  grouped  around 
any  number  of  problems  that  the  teacher  desires  to  make  (see 
"Motivation,"  p.  129)  but  this  does  not  settle  the  matter,  for 
our  set  problem  may  be  too  complex  for  the  child.  "Children 
and  youth  are  expected  as  they  grow  up  to  take  on  by  easy 
stages  the  characteristics  of  adulthood.  At  the  end  of  the  process 
it  is  expected  that  they  will  be  able  to  do  things  that  adults  do : 
to  think  as  they  think,—."  (Bobbitt,  "What  the  Schools  Teach 
and  Might  Teach,"  p.  15.)  Let  us  stress  "by  easy  stages." 
While  the  problems  of  adult  life  extend  from  the  very  simple 
to  the  most  complex,  teachers  must  set  problems  whose  solu- 
tion a  child  can  discover  and  understand.  The  tests  of  a  good 
problem  are  three. 

"It  should  be  worth  solving:  it  should  be  within  the  mental 
capacity  of  the  pupil,  and  each  one  should  be  of  such  a  kind 
that  its  solution  will  make  the  pupil  more  skilful  or  more  in- 
telligent in  solving  the  next  one."  (Kendall  &  Mirick,  "How 
to  Teach  the  Fundamental  Subjects,"  p.  245.) 

Since  history  records  the  problems  of  men  and  their  solutions, 
its  problems  have  passed  the  test  of  worth.  Present  the  large 
problem  (confronting  Columbus,  Hudson,  DeSoto,  or  the  Pil- 
grims, etc.,  to  even  fifth  grade  children,  if  you  can  put  it  simply 
and  clearly,  but  remember  that  in  solving  this  problem  you 
must  break  it  up  into  the  many  less  complex  problems  involved 
and  the  less  mature  the  children  the  simpler  you  must  make  the 
problem.  For  example: 

137 


How  did  the  French  come  to  have  claims  on  North  America? 
(The  big  problem;  its  solution  would  take  up  too  much 
of  the  course.  Therefore  we  arbitrarily  select  one  phase 
of  it  for  our  fifth  grade,  namely  the  work  of  La  Salle.) 

How  did  La  Salle's  work  give  France  claims  on  North  Amer- 
ica? (Our  problem,  clear  and  simple.  Therefore  give  it 
to  the  child  but  do  not  let  him  try  the  answer  at  once. 
Break  it  up  into  problems  with  less  complex  solutions.) 

What  interested  LaSalle,  a  rich  Frenchman,  in  North 
America?  (This  is  the  first  minor  problem,  clear, 
concise,  solution  simple,  and  the  answer  should  be 
readily  found.  The  answer  may  vary  from  the  simple 
statement,  "the  wild  life  in  American  forests,"  (text 
Mace,  p.  106)  interested  him,  to  a  narration  of  his  train- 
ing for  the  priesthood  with  the  Jesuits  who  were  writing 
accounts  of  the  American  explorations  of  their  members.) 

Why  were  the  Rapids  in  the  St.  Lawrence  called  Lachine? 
(This  second  problem  takes  one  up  the  river  and  brings 
out  the  fact  that  the  French  first  thought  they  were  on 
the  way  to  .China.) 

If  you  had  been  with  LaSalle  should  you  have  advised  the 
route  he  took?  (This  problem  involves  a  search  for  the 
most  natural  route — river  and  lakes.  Do  not  forget 
you  are  teaching  geography  in  the  best  way, — making 
its  information  help  in  solving  a  problem.) 

Should  you  have  built  forts?     Why? 

Where  did  LaSalle  build  his  forts?    Why  in  these  places? 

How  did  the  French  around  these  forts  make  their  living, 
etc.  You  will  recall  that  Dr.  McMurry  has  said  (v. 
supra,  p.  8)  these  problems  will  grow  naturally  out  of 
your  oral  story.  Lastly,  keep  the  reins  tight;  gradually 
let  pupils  tackle  more  and  more  complex  problems; 
make  your  problems  such  that  few  aids  need  be  used  in 
gathering  fact  at  first  (perhaps  only  the  text  book  or  a 
simple  experiment  or  observation)  but  gradually  problems 
requiring  the  use  of  reference  books,  libraries,  friends, 
etc.,  should  be  used. 

References:  (No  entirely  satisfactory  treatments  have 
appeared).  Horn,  Ernest,  "principles  for  Making 
Curricula  in  History,"  Teachers'  College  Record, 

138 


Sept.  1915,  pp.  33-59  passim  (seventh  grade  teachers 
will  be  interested  in  pp.  44-51).  (The  hrsl  article. ) 
Course  of  Study  for  Public  Schools  of  Baltimore  Co. 
Md.  (Should  be  in  library  in  Supt.  Hunter's  Office.) 

I.    Columbus:    (Outline  of  important  facts  with  suggestions 

for  the  teacher). 

1.  His  boyhood  and  preparation.    Did  he  have  geography 
books?     How  did  he  learn  about  the  world?      What 
places  would  the  people  he  talked  with  know? 

2.  Why  shojuld  he  leave  Italy  and  settle  in  Portugal?  Would 
the  Portuguese  know  waters  that  the  Italians  did  not? 
Why? 

3.  Other  sources  of  his  information  and  interest.    How  can 
we  learn  about  the  world  beside  talking  to  sailors,  etc.? 
(a)   Few  books  of  travel  in  those  days — Marco  Polo's 
book  and  what  it  said,   (b)  Maps,  charts,  globes,  etc.  Why 
many  in  Portugal?    (c)   Draw  a  rough  map  of  the  world 
to  show  how  the  map  that  Columbus  studied  probably 
appeared? 

4.  His  search  for  aid  in  his  enterprise.     WThy  did  he  have 
to  go  to  kings?     Why  not  other    persons?     (Need    of 
wealth  and  power  to  get  men.) 

5.  Why  should  Portugal,  Spain,  and  England  or  France 
be  likely  to  help  him? 

6.  His  first  voyage,  with  special  attention  to 

a.  The  preparation,  number  and  size  of  ships.     (Vis- 
ualize.) 

b.  Incidents  of  the  trip  across  the  Atlantic,  fears  of  the 
men,  Columbus's  perseverance.   (Vivid  description.) 

c.  The  discovery  of  land.      (Exact  spot  not  known 
today.) 

d.  Description   of   the   country   and   its   inhabitants. 
Why  "Indians"? 

e.  Other  islands  he  discovered,    (general.) 

f.  The  reception  given  to  him  by  Ferdinand  and  Isa- 
bella in  Spain. 

g.  What  Columbus  thought  he  had  discovered. 

139 


7.  How  many  other  voyages  did  he  make?     Make  a  rough 
map  of  North  and  South  America  and  shade  all  parts 
Columbus  visited. 

8.  Columbus's  misfortunes  and  some  of  the  reasons.     His 
own  character,  enemies,  indifference.    Portuguese  suc- 
cess in  reaching  India,  etc. 

NOTE:  Columbus  contributes  little  to  American 
National  ideals  for  except  in  geographic  research,  his  was  not 
ahead  of  his  age.  Research  on  Columbus  during  the  past 
thirty  or  forty  years  has  given  rise  to  a  crop  of  partisan 
literature  extending  from  efforts  to  prove  the  great  nav- 
igator worthy  of  canonization  on  the  one  hand  to  base 
attacks  on  his  character  and  accomplishments  on  the 
other.  Joaquin  Miller  has  probably  emphasized  cor- 
rectly the  lesson  his  life  teaches.  Let  the  teacher 
therefore  consider  Columbus  in  the  light  of  the  problem 
he  had  to  solve  and  stress  his  solution  of  it. 

References  for  the  pupils:  Mace,  W.  H.,  "Beginner's 
History,"  (Text  Book),  pp.  2-16  and  references, 
Gordy,  W.  F.,  "American  Leaders  and  Heroes," 
pp.  1-21.  Foote  and  Skinner,  "Explorers  and  Found- 
ers of  America,"  pp.  24-36.  Guerber,  H.  A.,  "Story 
of  the  Thirteen  Colonies,"  pp.  36-59.  Lawler,  T.  B., 
"Story  of  Columbus  and  Magellan,"  pp.  14-68. 

For  the  Teacher:  Bourne,  E.  G.,  "Spain  in  Amer- 
ica," pp.  8-53.  (Harper's  $2.00.)  Ober,  F.  A.,  "Colum- 
bus the  Discoverer,"  300  pages.  (Harper— $1.00.) 
Stapley,  Mildred,  "Christopher  Columbus,"  240 
pages,  (Macmillan, — $.50). 

II.    Magellan     (For  Teacher's  information:   Rather  detailed 
because  material  is  hard  to  find.  Present  by  oral  story  to  pupils). 

1.  Born  about  1480  in  Portugal.  Was  page  at  court.  (About 
how  old  was  he  when  Columbus  discovered  America? 
Would  it  be  talked  about  in  the  Lisbon  Court?    Why?) 

2.  In  service  of  Portugal.    Went  on  the  great  Portuguese 
expedition   to    India    (1505-12)    22   ships,    15,000  men. 
Fought  in  many  battles  in  the  East  and  established  Port- 
uguese rights.     In  war  with  Moors  1513.    Wounded  and 
maimed  for  life.    Returned  to  Lisbon.    Asked  for  increase 

140 


in  pension.  Refused  by  King.  Showed  King  plans  for 
westward  journey  to  Spice  Islands.  King  (Dom  Manoel) 
did  not  approve. 

3.  Entered  service  of  Spain,  1517.    Laid  plans  before  King 
Charles  I.     Hoped  to  find  strait  to  Spice  Islands  and 
prove  they  belonged  in  Spain's  half  of  the  world     (as 
divided  by  Pope).     Portuguese  tried  to  prevent  sailing 
of  expedition. 

4.  The   Expedition — five  ships — old  and  not   well  suited 
for  the  long  trip.     Many  articles  to  be  used  in  trade 
with  natives    (quicksilver,    vermillion,    colored    cloths, 
velvet,   red   caps,   fish   hooks,    combs,   looking  glasses, 
and  20,000  small  bells). 

5.  First  part  of  voyage.    Sept.  1519 — April,  1520.    Canary 
Islands;   Brazil   coast.        Camped   at   Rio   de   Janeiro. 
Traded  with  Indians.     Camped  at  Rio  de  la  Plata  (de 
Solis,  a  Spaniard,  had  been  to  this  point).    South  of  here 
Magellan      was      discovering     a     new     land.       Spent 
winter  (April  to  October)  at  Port  San  Julian  (49°  S.) 
(Why  winter  at  this  time  of  year?    Connect  closely  with 
map  work.) 

6.  The  great  mutiny,  revealing  Magellan's  courage  and  ability. 
Three  larger  vessels  refused  to  acknowledged  Magellan. 
By  quickness  he  overpowered  mutineers  on  one.     Three 
ships  kept  other  two  in  harbor.    One  tried  to  escape  and 
was  overpowered;  the  other  then  surrendered.     Leaders 
were  executed  or  left  on  shore  and  never  heard  of  again. 

7.  Exploration  for  strait   during  the  winter.    One   vessel 
wrecked. 

8.  Second  stage  of  voyage — through  the  strait,  Oct.  and 
Nov.  1529.    Some  wished  to  return  to  Spain.    Magellan 
forbade.    One  ship  deserted  after  a  mutiny  and  returned 
to  Spain  with  false  reports.     Magellan  named  Tierra 
del  Fuego  because  of  smoke  rising  from  it. 

9.  Third    stage    of    voyage — Nov.     1520 — March,     1521. 
Across  the  vast  pacific.  Hunger,  thirst  and  disease.   Men 
ate  leather  from  rigging.     Many  died.      Discovery  of 
the   Ladrone    (Robber)    Islands.      Supplies   and   water 
obtained  there. 

141 


10.  The    Philippines    discovered,    March,     1521.       (Given 
this  name  later.)     Magellan  visited  several  islands.   Was 
helping  King  of  Cebu  with  whom  he   made  alliance, 
put    down    an    obstinate    king   when    killed   in    battle. 
Victors  refused  to  surrender  his  body.     So  many  Span- 
iards   were    killed    that    they    could    handle    only    two 
vessels,  and  the  third  was  unloaded  and  burned.    Other 
islands  were  explored. 

11.  At   the   Spice   Islands — Nov.,    1521.      Repaired  vessels 
and  obtained,  cargo  of  spice.    One  vessel  was  found  to 
be  leaking.     So  it  and  crew  were  left  to  make  repairs. 
Victoria  sailed  home  alone  (Feb.  1522). 

12.  The  homeward  voyage.     At  Cape  Verde  Island  July. 
Portuguese  captured  13  men  on  shore  leave.    At  Sevelle, 
Sept.,  with  18  men  left.    The  other  13  later  joined  them. 
Great  rejoicing. 

13.  Importance  of  the  voyage.      (a)   Proved  sphericity  of 
earth,      (b)   Proved  globe  was  larger  than  theretofore 
believed;  also  that  Asia  was  smaller  than  thought,     (c) 
proved  that  America  was  a  separate  continent. 

'/Columbus  and  Magellan  are  the  great  figures  of  this 
heroic  age  in  American  History,  but  though  their  lives 
overlapped  a  quarter  of  a  century,  they  really  belong  to 
different  ages.  There  was  none  of  the  prophetic  mysti- 
cism of  Columbus  in  the  makeup  of  the  great  Portuguese. 
Magellan  was  distinctly  a  man  of  action,  instant,  reso- 
lute, enduring.  The  first  voyage  across  the  Atlantic 
broke  down  the  barriers  of  the  ages  and  was  a  sublime 
act  of  faith;  but  the  first  navigation  of  the  Straits  of 
Magellan  was  a  far  more  difficult  problem  of  seamanship 
than  crossing  the  Atlantic.  More  than  half  of  the  Eng- 
lish and  Dutch  navigators  who  later  attempted  it  to- 
wards the  end  of  the  sixteenth  century  gave  it  up  and 
turned  back.  Columbus's  voyage  was  over  in  thirty- 
five  days;  but  Magellan's  expedition  had  been  gone  a 
year  and  weathered  a  subarctic  winter  before  its  real 
task  began — the  voyage  over  a  trackless  waste  of  water 
exactly  three  times  as  long  as  the  first  crossing  of  the 
Atlantic.  For  these  and  other  similar  reasons  it  seems 
to  be  the  mature  judgment  of  the  historians  of  the 

142 


discoveries  that  Magellan  is  to  be  ranked  as  the  first 
navigator  of  ancient  or  modern  times." — Bourne,  E.  G., 
pp.  127-128. 

References:  (For  the  Pupil).  Mace,  "Beginner's  His- 
tory" (State  Text),  pp.  28-31  and  references  p. 
Perry,  A.  C.,  and  Price,  G.  A.  American  History- 
First  Book,  pp.  48-56  and  map,  57.  (American  Book 
Co.)  Foote  and  Skinner;  "Explorers  and  Founders," 
pp.  81-86  (Map  on  85).  Lawler,  T.  B.,  "The  Story  of 
Columbus  and  Magellan,"  (best  account). 

For  the  Teacher :  Ober,  F.  A.,  "Ferdinand  Magellan." 
(Harpers — $2.00.)  Bourne,  E.G.,  "Spain  in  America," 
pp.  115-132.  (Harpers, $2.00.  Morris,  Charles,  "Heroes of 
Discovery  in  America,"  pp.  57-67.  (Lippencott- 

$1.25.) 

Type  Studies  of  Exploration. 

Rather  than  confuse  the  pupil  with  many  names  and 
details  that  can  have  little  real  purpose  aside  from  mere 
fact  study,  it  has  seemed  wise  to  select  four  explorers 
for  thorough  study — one  from  each  of  the  great  explor- 
ing nations  in  North  America.  In  selecting  the  explorer 
to  be  studied  these  principles  have  been  kept  in  mind: 

(1)  That  he  be  representative  of  the  spirit  and  aims 
of  the  nation  for  which  he  sailed. 

(2)  That  his  accomplishment  be  of  vital  importance 
in  connection  with  sovereignty  claims  on  America 
and  later  settlements. 

(3)  That   the    exploration    materially   contributed    to 
the  world's  knowledge  of  geographv. 

(4)  That  each  exploration  should  be  enough  different 
in    character    results,    from    others    studied,    etc., 
that  pupils  will  not  become  confused. 

Therefore  we  will  study:  for  England,  the  Cabots 
and  Drake  (optional).  For  Spain,  de  Soto.  For  France, 
La  Salle,  and  for  Holland,  Hudson.  The  teacher  is 
urged  to  use  every  means  to  make  these  men  stand  out 
as  real  persons  with  feelings,  aims,  ambitions,  disap- 
pointments. 

143 


III.  The  Cabots,  a  study  of  the  first  English  voyage  to  the 
new  world;  one  on  which  England  based  her  later  claims  to 
North  America. 

1.  John  Cabot  was  probably  born  in  Genoa,  was   later   a 
citizen  of  Venice;  then  became  a  resident  of  Bristol,  the 
home  of  English  seamen.     (Locate  these  places  on  the 
map.     What  ought  to  be  the  knowledge  of  geography 
that  John  Cabot  would  have  from  living  in  these  three 
cities?) 

2.  King  Henry  VII  wished  to  establish  English  claims  to 
the  New  World.    He  gave  John  Cabot  and  his  son,  Se- 
bastian,  a  ship   called  the  "Matthew,"   with  eighteen 
men.     (Discuss  probable  size  of  such  a  ship  and    the 
dangers  of  the  voyage.) 

3.  Cabot's  first  voyage  began  in   May,    1497.     He  went 
directly  across  the  rough  Atlantic.     Sighted  land  June 
24th,  1497. 

4.  The  exact  point  where  Cabot  first  saw  the  coast  of  North 
America  is  disputed.     It  was  probably  Newfoundland 
or  Cape  Breton  Island.     He  probably  is  the  discoverer 
of  the  mainland  of  America.  (Columbus  reached  South 
America  in  August,  1498.) 

5.  Cabot  reported  that  he   had   discovered  the   coast   of 
China  and  immense  quantities  of  fish  (cod).     The  king 
gave  him  as  a  present   ten   pounds  (about  $50  of  our 
money),    and   made   him   admiral.      (The   reward   was 
not  great,   although  this  would  purchase  many  times 
what  the  same  amount  purchases  today.) 

6.  The  second  voyage  1498.     "It  would  appear  that  in  his 
second  voyage  Cabot  followed  the  coast  of  North  Amer- 
ica down  to  the  latitude  of  South  Carolina  if  not  some- 
what further."     There  were  probably  five  or  six  ships  on 
this  voyage. 

7.  Nothing  further  is  known  about  John  Cabot,  but  "as  a 
daring  navigator,  John  Cabot  must  rank  with  the  great- 
est of  that  age." — Bourne,  p.  59.    His  son,    Sebastian 
later    entered    the    service    of     Spain     and     became 
head  of  their  exploring  work  and  himself  made  vo3rages 
to  South  America. 

144 


8.  The  importance  of  Cabot's  voyages.  Although 
only  unrecorded  fishing  trips  followed  it  was  on  these 
discoveries  that  the  England  of  Queen  Elisabeth's 
time  rested  its  claim  on  America. 

NOTE:  Stress  the  new  geographic  knowledge  Cabot 
gave  the  world.  In  the  pupil's  imagination  let  Cabot 
be  another  Genoese  like  Columbus.  For  drawing  and 
handwork  his  ship  the  "  Matthew"  was  probably  very 
like  in  style  and  size  Columbus's  smallest  ship,  the ' '  Nina." 
References : 

For  the  Pupil:  Mace,  "Beginner's  History,"  (State 
Text,)  pp.  34-37.  Foote  and  Skinner,  "Explorers 
and  Founders,"  pp.  87-90.  Coe,  F.  E.,  "Founders 
of  our  Country,"  pp.  87-90. 

For  the  Teacher:  Bourne,  E.  G.,  "Spain  in  America" 
pp.  54-60  and  bibliography,  328.  Morris,  Chas., 
"Heroes  of  Discovery  in  America,"  pp.  32-38. 

iV.      De  Soto — Type  of  explorer  for  Spain.      (Outline  for 
teachers'  use.) 

1.  Ferdinand  (or  Hernando)  De  Soto,  born  in  Spain,  1500. 

2.  Boyhood  days.     He  was  strong  in  body  and  very  quick 
to  observe.     (Is  this  a  help  in  learning?    Why?      Were 
there  many  books  in  his  day?) 

3.  Many  of  his  father's  friends  had  been  on  voyages  to 
America?     (What  sort  of  stories  would  the  boy  hear? 
Would  he  be  interested?) 

4.  He  went  to  Panama  and  in  1519  joined  an  army  to 
conquer  Nicaragua.    (Locate  these,  places.)    As  a  soldier 
he  made  good  and  was  a  commander  himself  at  28. 

5.  In  Peru  with  Pizarro,  the  conqueror.    Pizarro  captured 
the  Inca  (King  of  the  Peru  Natives)     and  forced  the 
natives  to  bring  much  gold  to  secure  his  release.     In 
spite  of  all  the  gold  Pizarro  killed  the  chief  and  divided 
up  the  booty  with  his  men.     De  Soto  received  a  big 
fortune.     (Ought  men  to  play  fair,  even  in  war  with 
the  conquered?) 

6.  In  Spain,  De  Soto  married  a  fine  lady  and  lived  like  a 
prince.     But  he  tired  of  this  life.     (Why?     Do  men  of 
action  like  this  sort  of  life?) 

145 


7.  Wonderful  stories   now   reached    Spain    about   a   tribe 
of   Indians   somewhere  near   Florida   whose   chief   was 
covered  every  morning  with   a  sticky   fluid  and  then 
sprinkled  with  gold  dust.   "El  Dorado."   De  Soto  yearned 
to  find  these  people  and  was  made  governor  of  Cuba  and 
Florida  with  power  to  take  an  army,  and  find  the  gilded 
chief  and  rule  his  country. 

8.  He  inspected  Cuba,  and  spent  about  a  year  in  fitting 
out  his  conquering  party;    9  vessels,  620  odd  men,  223 
horses,  and  quantities  of  supplies  including   live    hogs. 
(Why  not  slaughtered   meat?      Emphasize  limitations 
in  days  before  curing  processes  were  invented  and  dry- 
ing was  known,  such  as  venison.) 

9.  Landed  at  Tampa  Bay,  May  1539.     Joined   by   Ortiz, 
a  Spaniard,   lost  on  earlier  expedition  who  had  lived 
12  years  with  Indians. 

10.  De  Soto  forced  Indians  to  act  as  carriers  of  provisions, 
etc.      Many   died.      (Was   this  right?)        Win/ered   on 
Apalache.     In  spring,  marched  northeast  across  present 
Georgia  to  Savannah  River.    Thence  northwest  through 
Georgia  and  Alabama,  to  head  of  Mobile  Bay  (Mau- 
villa)  where  there  was  a  large  Indian  village.      Great 
battle  with  natives;     many  slain,   18  Spaniards  killed, 
150  wounded.      (Oct.    1540.)        Wintered  in  Northern 
Mississippi.       Another  great  fight  with  Indians  (Mar. 
1541),  13  Spaniards  and  57  horses  killed;    most  of  hogs, 
clothing,   saddles,   etc.,   burned.        (Discuss   De  Soto's 
cruelty  to  Indians.    Also  his  grit  in  sticking  to  his  plan.) 

11.  Marched  northwest   and   discovered  Mississippi   River 
on  May  8,  1541.    (Discuss  the  feelings  of  the  discoverers. 
The  greatest  river  men  had  ever  seen!)     A  month  was 
spent  building  barges  to  cross.      (Patience  and  perse- 
verence.) 

12.  Hard  to  trace  route  on  West  side  of  Mississippi  River: 
went  probably  to  near  Little  Rock,  Ark.       Wintered 
perhaps    on    Red    River.      Much   snow    and   suffering. 
Wanted  to  send  for  more  men  and  supplies.   In  spring  started 
for  Gulf  to  carry  out  plan  but  became  ill  and  died  (May  2, 
1542)  after  he  had  chosen  Moscoso  to  be  his  successor. 
(Grim  determination  of  the  man.) 

146 


13.  The  party  tried  to  go  to  Gulf  through  Texas  but  Indians 
and  lack  of  supplies  forced  them  to  seek  river  again. 
Built  ships  and  embarked  in  July,   1543.     Had  much 
trouble  with  Indians  in  canoes  attacking  them  for  they 
had  lost  all  their  firearms  and  had     only  shields  and 
swords    left.      Reached    Panuco    River,    Mexico,    Oct. 
1543.      "Thus   ended   the    most   remarkable   exploring 
expedition  in  the  history  of  North  America."     Bourne, 
"Spanish  in  America,"  p.  168. 

14.  Total  time  of  expedition  over  4^  years.     Out  of  620 
Spaniards,  311  returned,  a  remarkable  percentage  for 
the  hardships  and  fights  encountered — a  tribute  to  the 
generalship  of  De  Soto. 

NOTE:  De  Soto  is  a  conquerer  with  a  harsh  record 
among  the  conquered.  But  his  is  a  heroic  figure,  an 
excellent  example  of  stick-to-it-ive-ness.  His  service  to 
the  world  in  geographic  knowledge  was  great  and  he 
gave  his  country  large  claims  on  the  Mississippi  Valley. 

The  type  of  boy  who  is  beginning  to  crave  exciting 
reading  matter,  may  be  encouraged  to  follow  a  real  hero 
in   a  good  book,   rather  than  an  imaginary  one  in   a 
"blood-and-thunder"  magazine. 
References  for  pupils:     Foote   &   Skinner,   "Explorers 

and  Founders  of  America,"  pp.  47-56.     (Very  good 

and    generally    trustworthy.)         Gordy,    "American 

Leaders  and  Heroes." 

For  teacher  only:  Bourne,  "Spain  in  America," 
pp.  162-168.  (Brief  but  good.)  Brittain,  Alfred, 
"Discovery  and  Exploration"  (being  Vol.  I  of  " His- 
tory of  North  America,"  Philadelphia,  Geo.  Barrie  & 
Sons),  pp.  348-361.  (Excellent.  Translation  of 
account  by  one  of  De  Soto's  men.)  In  U.  C.  Library. 
King,  Grace,  "De  Soto  and  his  Men  in  the  Land  of 
Florida,"  (Macmillan  Co.— $1.50). 

V.    Hudson. 

Many  explorers  visited  the  Americas  in  the  16th  and  17th 
centuries  under  flags  of  England,  Spain,  France,  Holland, 
Portugal,  and  Sweden.  Some  were  in  quest  of  riches,  others 
of  land  to  conquer  or  Christianize,  others  of  power  and  fame. 
Many  however  were  searching  for  a  strait,  which  all  geographers 

147 


thought  must  exist,  through  the  land  barrier  to  Asia 
and  the  Spice  Islands.  As  exploration  followed  exploration,  this 
strait  was  indicated  on  maps  as  farther  and  farther  north- 
ward. De  Soto's  work  had  shown  that  it  must  be  north  of  40° 
at  least.  One  of  the  explorers  who  searched  for  this  fabled  strait 
was  Henry  Hudson. 

1.  Historians  have  been  unable  to  find  out  anything  about 
the  early  life  of  Henry  Hudson.     Possibly  he  was  de- 
scended from  a  family  long  interested  in  exploration — 
members    of   the    British    Muscovy    Company    (1555). 
(Discuss  importance  of  records  of  births,  etc.,  in  public 
archives  and  in  family  Bibles.) 

2.  He  was  a  citizen  of  London  and  friend  of  Captain  John 
Smith  (of  Virginia)  who  furnished  him  with  maps,  etc. 

3.  (Be  sure  to  have  a  globe  handy.)     First  voyage — for 
England,  1607.     "He  tried  to  penetrate  between  Green- 
land and  Spitzbergen,  in  the  hope  of  passing  across  the 
^orth  Pole  and  finding  beyond  some  available  stretch  of 
water  over  which  he  could  sail  to  the  eastern  ports  of 
Asia." — Fiske,  p.  83.     (A  logical  way  to  India;)    some- 
body had  to  discover  that  India  could  not  be  reached 
that  way.    What  was  the  difficulty? 

4.  Second  voyage  for  England,   1608.     He  "tried  to  pass 
between    Spitzbergen    and    Nova    Zembla."    (Locate.) 
Two  sailors  claimed  they  saw  a  mermaid   (perhaps  a 
seal).     Hudson  had  been  nearer  the  North  Pole  than  any 
previous  explorer.     He  found  himself  famous.     (Discuss 
popular  interest  in  Polar  exploration.) 

5.  Third  voyage  in  service  of  Dutch  East  India  Company, 
1609.      How   he   was   secured  from   English   Company 
is  unknown.     Did  not  know  Dutch.     Dutch  sailing  di- 
rections for  North  Seas  were  translated  for  his  benefit. 
The  "Half  Moon,"  (80  tons  burden,  crew  of  16  or  18 
men,  about  half  of  them  English).     Headed  for  Nova 
Zembla.     Much  ice;     crew  mutinous.     Decided  to  try 
for  the  strait  at  about  40  degrees  (above  where  John 
Smith  had  gone  in  1608).     (How  did  he  know  where 
Smith  had  been?)     Repaired  mast  in  Penobscot  Bay. 
Anchored  off  Cape  Cod.     Entered  Delaware  Bay,  con- 
cluded it  was  mouth  of  a  river.     Anchored  September 

148 


3,  near  Staten  Island.  (Locate  these  places.  Why  did 
he  enter  these  bays?)  Relations  with  natives.  Early 
fights.  Later  trading.  Feast  with  Indians  near  Cat- 
skill.  (Why  make  friends  with  natives?  What  did  he 
want?)  Returned  to  England  and  sent  report  to  Amster- 
dam. Later  sent  the  "Half  Moon"  to  Holland  for  King 
James  would  not  allow  Hudson  to  leave  England. 
(Why?) 

6.  Fourth    voyage    (for    England    again)    1610.      Entered 
Hudson  Bay.    Wintered  in  James  Bay.      Ship  locked  in 
ice.      Crew   mutinied   under   lead   of   Green,    a   young 
man  Hudson  had  befriended.    Hudson  and  sick  men  put 
adrift  in  small  boat — never  heard  from  again.     (What 
sort  of  a  man  was  Green?) 

7.  Green  and  some  others  were  killed  in  fight  with  Indians. 
Ship  finally  reached  England  and  rest  of  crew  was  im- 
prisoned.    (Should  they  have  been  punished?) 

8.  Importance.      "Of    all    the   searchers   for    a   northerly 
route  to  the  Indies  none  was  ever  more  persistent  or 
more  devoted  than  he.     In  the  brief  four  years  during 
which  we  can  follow  his  career  he  tried  four  ways  of 
finding  it — the  way  across  the  pole,  the  way  by  Nova 
Zembla,   by  the  imaginary  sea  of  Verrazano,   and  by 
the  veritable  sea  of  Hudson.     Had  his  life  been  spared 
we  should  doubtless  have  seen  him  enter  the  bay  after- 
ward discovered  by  Baffin,  the  route  by  which  success 
could    be    attained,    but    only   with    modern   resources 
and  in  the  middle  of  the  nineteenth  century.    In  all  that 
he  attempted  he  failed,  and  yet  he  achieved  great  results 
that  were  not  contemplated  in  his  schemes.    He  started 
two  immense  industries,  the  Spitzbergen  whale-fisheries 
and  the  Hudson  Bay  fur  trade;     and  he  brought  the 
Dutch  to  Manhattan  Island," — Fiske  p.  94. 

References  for  the  pupil.  Mace,  W.  H.,  "Beginner's 
History."  pp.  54-56  (Cal.  State  Text).  Foote  & 
Skinner,  "Explorers  and  Founders  of  America,"  pp. 
168-174.  (Excellent — follows  Fiske's  account.)  Coe, 
'•  Founders  of  Our  Country,"  pp.  123-131.  (Good.) 

References  for  the  Teacher:     Fiske,  John,  "The  Dutch 
and  Quaker  Colonies  in  America."   Two  volumes,  Vol. 

149 


I,  pp.  82-95.  (Houghton  Mifflin  Co.— $1.80  volume.) 
Morris,  Charles;  "Heroes  of  Discovery  in  America,"  pp. 
190-195.  (Lippincott— $1.25.)  Bacon,  Edgar,  M., 
"Henry  Hudson,  His  Times  and  His  Voyages."  (Putnam 
—$1.35.)  Janvier,  T.  A.,  "Henry  Hudson,"  (Harpers,— 
75c.). 

For  Hudson  in  folk  lore  see  Irving's  works;  also  Skinner, 
C.  W.,  "Myths  and  Legends  of  Our  Own  Land." 
Vol.  I,  passim.  (Lippincott,  — $2.00.) 

VI.    La  Salle — Representative  of  France. 

Hudson  is  easily  studied  by  use  of  the  globe  and  the  appar- 
ently possible  routes  to  India.  La  Salle's  work  may  be  presented 
in  the  form  of  problems.  (See  p.  9.) 

One  other  European  nation  was  of  first  importance  in  the 
exploration  of  North  America.  This  was  France.  Under 
some  strong  kings,  the  French  set  out  shortly  after  the  first  voy- 
ages of  the  Spaniards  and  English.  In  a  great  naval  battle  fought 
in  1588,  the  English  fleet- sank  the  great  Spanish  "Armada" 
and  Spain  lost  the  control  of  the  ocean.  Before  this  time, 
France  had  discovered  and  explored  the  St.  Lawrence  River 
region  under  Cartier.  In  the  same  year  that  Henry  Hudson 
was  travelling  up  the  Hudson  River,  another  Frenchman, 
Champlain,  was  in  the  northern  part  of  what  is  now  New  York 
on  the  lake  that  bears  his  name,  but  the  man  whom  we  will 
study  as  representing  French  activity  is  La  Salle. 

1.  Robert  Cavelier  de  La  Salle  born  in  Rouen,  1643.     La- 
Salle  was  the  name  of  the  estate  of  his  father,  but  it  is 
by  this  name  that  he  is  known  in  early  history. 

2.  Early  education  was  excellent;    had  been  in  training  to 
become  a  Jesuit  friar.     For  this  work  his  fiery  tempera- 
ment was  not  suited. 

3.  Reached  Canada,   1666.     Studied  Indian  methods  and 
languages.     A  wide  traveller.     Trusted  by  Front enac, 
the  governor,  who  gave  him  permission  to  erect   Fort 
Frontenac  at  the  outlet  of  Lake  Ontario. 

4.  Returned  to  France  (1674).      His  plans  for  exploration 
approved  by  the  king. 

5.  Rebuilt   Fort   Frontenac,   and  developed  a  settlement 

(1676). 

150 


6.  Returned  to  France  again.     Obtained  permission  from 
the  king  to  traffic  in  buffalo  wool  and  skins  towards 
the  Mississippi  Valley,   and  to  build  forts.     Brought 
with  him  to  America  de  Tonty,  a  young  Italian  who 
became  La  Salle's  most  trusted  officer. 

7.  La  Salle  built  the  "Griffon"  just  above  Niagara  Falls. 
Sailed  Lakes  Erie  and  Huron.    Gathered  a  cargo  of  furs 
which  had  been  collected    during  the  year  past  by  his 
trappers  and  traders. 

8.  La  Salle  and  his  party  went  southward  to  the  Illinois 
River.     After  a  hard  winter  on  the  Illinois,  La  Salle 
returned    with    five    companions    to    Montreal,    1680. 
Much  suffering.     (The  "Griffon"  had  been  lost.) 

9.  Gathered  supplies  and  returned  tto  he  fort  on  the  Illi- 
nois to  rescue  Tonty. 

10.  Trouble  with  his  enemies  and  creditors.     His  fort  on 
the  Illinois  being  destroyed  by  the  Indians,  he  built 
Fort   Miami  on  the  St.   Joseph   River,    1680.      Found 
Tonty  and  party  in  spring  1681,  at  Mackinac.     (After 
much  "hard  luck,"  he  still  persisted.) 

11.  New  western  trip  with  Tonty  and  party  of  fifty-five 
persons,    later   increased    to    one    hundred   and    thirty 
including  Indians;    reached  the  Mississippi  February  6, 
1682. 

12.  Exploration   of  the   Mississippi.      Reached  the   mouth 
of  it  April  9;    food  scarce,  disease,  Indians  treacherous. 
Named  country  Louisiana. 

13.  La  Salle's  friend   Frontenac  replaced  by  a  new  governor 
who  was  unjust  to  the  explorer,  and  removed  him  1683. 

14.  La  Salle  returned  to  France.   Placed  his  case  before  the 
king  and  was  restored  to  possession  of  Fort  Frontenac 
and  the  territory  west  with  orders  to  found  colonies  in 
Louisiana. 

5B  COURSE 

Method.     For  suggestions,  see  Supervisory  Series  5A  History,  pp. 
1-9. 

Content  ot  the  Course. 

Selected  biographies,  each  standing  for  some  important  phase 

151 


of^our  development  as  a  nation  and  embodying  great  principles  of 
service  to  fellow  men. 

Group  A.    Men  who  made  possible  our  National  Existence. 

a.  George  Washington. 

b.  Benjamin  Franklin. 

c.  Optional  Group. 

1.  Patrick  Henry. 

2.  Samuel  Adams. 

3.  Revolutionary  war  heroes. 

Group  B.    Men  who  directed  our  National  Development. 

a.  Jefferson. 

b.  Jackson. 

c.  Optional  Group. 

1.  Webster. 

2.  Clay. 

3.  Calhoun. 

d.  Western  Pioneers. 

e.  Inventors. 

Group  C.    Men  who  directed  our  fathers  in  the  great  crisis. 

a.  Lincoln. 

b.  Lee. 

c.  Grant. 

A.    Men  who  made  our  National  Existence  Possible 

NOTE  for  the  Teacher:  In  the  first  division  of  (5A  work)  the 
pupils  have  noted  the  European  nations  most  interested  in  North 
America,  each  represented  by  some  leading  explorer.  In  the  second 
division  they  have  discussed  important  individuals  and  the  colonies 
that  these  founded,  each  individual  being  selected  because  of  some 
important  contribution  that  his  work  has  made  to  American  ideals. 

The  pupil  may  now  be  reminded  that  these  colonies  existed  for 
many  years  under  the  British  rule.  Virginia  being  one  hundred  and 
sixty-eight  years  old  at  the  outbreak  of  the  Revolution  (1775)  as 
(i.  e.  Virginia  was  under  the  British  flag  over  half  of  her  entire  his- 
tory). During  this  time  these  colonies  have  many  conflicts  with 
the  settlers  of  the  other  countries  especially  with  the  Spanish  and 
the  French.  When  the  last  war  with  France  closed  in  1763,  England 

152 


obtained  all  of  Canada  and  the  French  settlements  in  the  Mississippi 
Valley. 

During  this  last  conflict  with  France,  there  ascended  to  the 
English  throne  a  king  who  reigned  for  sixty  years.  This  King 
(George  III)  decided  upon  a  more  stringent  inforcement  of  the  laws 
governing  trade  with  the  colonies,  and  also  thought  that  part  of  the 
debt  incurred  by  England  in  the  last  war  with  the  French,  should  be 
paid  by  the  colonists.  These  two  things  led  to  a  policy  of  taxation 
which  brought  on  the  war  for  independence  in  America. 

We  will,  therefore,  study  some  of  the  more  important  persons 
who  embodied  this  struggle  for  American  freedom,  keeping  in  mind 
that  there  were  many  heroes  in  every  colony  but  that  we  have  time 
to  learn  about  only  a  few. 

1.    George  Washington  (1732-1799). 

1.  Early  boyhood   and   education.      Washington's   father 
owned  four  plantations  in   Virginia,   but   most   of  the 
estate   we    *    to   Lawrence,   fourteen   years   older   than 
George,  after  the  English  custom.     (Is  this  democratic? 
Why?) 

2.  George  received  his  early  education  from  a  tenant  of 
his  father.     (Why  no  school?) 

3.  After  the  death  of  Mr.  Washington,  when  George  was 
eleven,  mother  and  son  became  very  much  attached,  and 
George  and  his  brother  Lawrence  were  much  together. 
(Was  this  right?    What  was  the  son's  duty  toward  his 
widowed  mother?    Brother  had  received  good  education 
in  England.    What  effect  on  George? 

4.  He  was  strong  and  athletic,  excelled  in  running,  jumping, 
wrestling,   and   horsemanship.      (What   benefit?     Why 
should  a  boy  do  these  things?) 

5.  He  had  a  quick  temper  which  he  learned  with  difficulty 
to  control.     (Do  you  know  anyone  with  quick  temper? 
What  is  his  duty?)     He  liked  an  exciting  life,  wanted  to 
quit  school  and  go  to  sea,  but,  at  his  mother's  request, 
gave  up  going  to  sea.    (Should  he  have  stayed  home?) 

6.  His  love  of  outdoors  led  him  to  study  surveying,  and 
at  the  age  of  fifteen  he  went  to  live  with  his  brother 
Lawrence  at  Mount  Vernon  where  he  met  Lord  Fairfax. 
(Ought  a  boy  to  learn  a  trade?    Why?) 

7.  Lord  Fairfax,  having  confidence  in  him,  sent  George 

153 


(16  years  old)  with  one  or  two  companions  one  hundred 
miles  into  the  wilderness  to  look  over  and  survey  a  tract 
of  land  he  had  in  the  Shenandoah  Valley.  (Why  should 
he  have  confidence  in  George?  Why  did  George  have 
the  strength  to  be  able  to  do  this  work?  Locate  Shenan- 
doah. Note  mountains  to  be  crossed. 

8.  From  this  time  on,  he  made  many  trips  through  the 
forest,  becoming   a   skilled  woodsman   and    thoroughly 
familiar  with  the  Indian  ways.      (Was  this  knowledge 
valuable  in    those   days?) 

9.  Was  appointed  public  surveyor,   and   then    major  of 
Virginia  militia.     (What,  then,  did  his  fellow  citizens 
think  of  him?    Should  a  person  try  to  have  the  respect 
and  esteem  of  his  fellows?) 

10.  Upon  the  death  of  his  brother  and  his  brother's  daughter, 
he  became  owner  of  the  Mount  Vernon  estate  and  so  a 
wealthy  man.     (Would  this  make  him  a  better  man? 
A  worse  man?) 

11.  He  was  not  the  kind  of  man  to  lead  a  life  of  ease  and  was 
sent  by  Virginia  on  dangerous  expeditions  into  the  Ohio 
Valley  to  attempt  to  check  the  advance  of  the  French 
settlement.     On  the  first  of  these  trips,  he  had  very 
narrow  escapes  from  death  at  the  hands  of  the  Indians 
and  in  crossing  the  Allegheny  River.    (Should  rich  men 
be  idle?) 

12.  He  was  made  lieutenant  colonel  of  the  Virginia  forces 
sent  to  check  the  French,  and  became  a  member  of 
General  Braddock's  staff  when  it  arrived  from  England. 
Braddock  was  defeated  because  he  would  not  fight  as 
Washington    suggested.      (Why  was   Washington    the 
wiser?) 

13.  Upon  his  return  from  the  war  with  the   French,   he 
married  Mrs.   Martha  Custis,  and  for  a  time  devoted 
himself  to  his  plantation  at  Mount  Vernon.    (Is  farming 
a  worthy  occupation?)     (Discuss  it.) 

14.  In  the  difficulties  with  England,  he  favored  the  colonists' 
side  and  represented  Virginia  in  the  first  Continental 
Congress  in  1774,  along  with  Patrick  Henry.    (Wouldn't 
you  expect  him  to  be  with  the  King?     Why?) 

15.  He    was    elected     commander-in-chief    by    the    second 

154 


Continental  Congress  in  1775,  and  took  command  of 
the  American  army  after  the  Battle  of  Bunker  Hill. 
(What  must  his  fellow  men  have  thought  of  him?  Why?) 

16.  In  the  Revolutionary  War,  Washington  kept  the  men 
encouraged,  kept  them  fighting  against  odds  and  under 
trying  circumstances,   and  saved  the   American  cause 
by  his  excellent  judgment  of  when  to  retreat  and  when 
to  attack.     (Why  would  soldiers  trust  him?) 

17.  Relate  the  experiences  at  Valley  Forge.     (Would  you 
do  as  much  for  a  great  cause?) 

18.  His  victory  over  the  English  at  Yorktown  in  1781  won 
America's   independence.      (What    would  be  his    power 
now?    Might  he  not  be  king?) 

19.  His  retirement  to  private  life.    (What  does  it  show  about 
his  character?) 

20.  Noting  the  quarrels  between  the  various  colonies  and 
fearing   that   they  would   fight   each   other,    he   asked 
representatives  from  Maryland  and  Virginia  to  meet  at 
his  home  to  talk  over  conditions  in  1785.     (Why  should 
he   care?      Should  we  study   conditions  that    may  be 
threatening  danger  to  our  country?) 

21.  The  members  of  this  conference  decided  to  ask  every 
colony  to  meet  the  next  year  at  Annapolis.     At  this 
conference  it  was  decided  to  have  a  meeting  of  all  col- 
onies at  Philadelphia  the  following  year. — 1787.     (Had 
Washington  succeeded  them?) 

22.  This      Philadelphia     meeting     became      the      famous 
Constitutional    Convention    with    Washington    as    its 
president.    (What  is  a  constitutional  convention?) 

23.  Two  years  later,  Washington  was  elected  unanimously 
the  first  president   of  the   United  States  and  he  put 
the  new  government  into  operation.     (Was  this  a  wise 
choice?     Did  Washington  merit  the  confidence  of  his 
fellow  citizens?) 

24.  He  was  unanimously  re-elected  four  years  later. 

25.  At  the  end  of  the  eighth  year,  he  declined  another  elec- 
tion delivering  his  famous  "Farewell  Address''  to  the 
American  people.  In  the  administration  of  his  successor 
when  war  with  France  threatened,  although  an  old  man, 

155 


he  was  again  appointed  commander-in-chief  of  the 
American  forces.  When  this  war  passed  over,  he  re- 
tired to  his  Mount  Vernon  plantation  when  he  died 
from  a  disease  of  the  throat  in  December,  1799. 
26.  Washington  was  not  only  the  soldier  who  won  Ameri- 
can independence  but  was  the  man  who  particularly 
assured  our  democracy  by  declining  all  propositions 
to  make  him  king,  and  by  his  guidance  in  developing 
the  Constitution  of  the  United  States  and  in  framing 
the  policies  of  the  nation  in  the  first  eight  years  of  its 
history. 

References  for  the  pupil:  Mace,  W.  H,,  "Beginners" 
History,"  (State  Text),  pp.  115-147.  Foote  and 
Skinner,  "Makers  and  Defenders  of  America."  pp.  38-73. 
Coe,  Fanny  E.,  "Makers  of  the  Nation."  pp.  179-189. 
Gordy,  W.  F.,  "American  Leaders  and  Heroes."  pp. 
116-134  and  189-210.  Rideing,  W.  H.,  "Washington." 
(True  Stories  of  Great  Americans  Series.)  Macmillan 
Co.  Mace,  W.  H.,  "Washington,"  (Little  Lives  of 
Great  Men  Series.)  Rand  McNally  Co.  Baldwin,  J., 
(Four  Great  Aemricans.)  "George  Washington,"  Amer- 
ican Book  Co. — 50c. 

References  for  the  Teacher.  Sparks,  E.  E.,  "The  Men 
Who  Made  the  Nation,"  pp.  89-157.  Macmillan— 
60c.  Ford,  Paul  Leicester,  "The  True  George  Wash- 
ington." (Lippincott  Co.— $1.50.)  Dellenbaugh,  F.  S., 
"George  Washington,"  (True  Stories  Series.),  Macmil- 
lan Co. — 50c.  Lodge,  Henry  Cabot,  "George  Wash- 
ington," two  vols.,  Houghton  Mifflin  Co.,  (American 
Statesman  Series.) — $1.25  per  vol. 

II.    Patrick  Henry  (1736-1793.)      Optional. 

1.  Henry    was    born    in    Virginia    four    years    later    than 
Washington.     His  fondness  for  out  door  life  gave  him 
health  and  strength.     (Why  should  boys  take  plenty  of 
exercise?)       He   was    a  .good    musician    however,    and 
finally   became   interested   in   law.      (Should   a   person 
become  discouraged  if  he  fail?    Should  boys  try  to  find 
out  what  they  are  best  fitted  for  and  do  that?) 

2.  Henry's  first  important  law  suit.     The  people  of  Vir- 
ginia had  for  many  years  paid  their  clergymen  in  to- 

156 


bacco,  but  because  of  the  high  price  of  tobacco  in  the 
last  years  of  the  French  war  the  legislature  had  pro- 
vided that  salaries  might  be  paid  in  money.  One  of 
the  clergymen  objected  since  if  he  could  have  his  salary 
in  tobacco  he  could  sell  it  for  a  large  sum.  The  king 
declared  that  the  Acts  of  the  Virginia  Assembly  were  of 
no  effect.  Thereupon,  Patrick  Henry  became  the  rep- 
resentative of  the  tax  payers,  and  denounced  tho  king's 
interference  with  the  Virginia  legislature.  He  so  in- 
fluenced the  jury  that  while  they  decided  that  the 
clergyman  was  entitled  to  damages  they  awarded  him 
with  only  one  penny.  (Was  Patrick  a  success  as  a 
lawyer?) 

3.  Henry  as  a  member  of  the  Virginia  legislature.     The 
reputation  of  his  lawsuit  led  to  Patrick  Henry  being 
elected,  when  twenty-nine  years  old,  a  member  of  the 
House  of  Burgesses,  the  legislature  of  Virginia.    At  this 
session  (1765)  the  question  was    before  the  legislature 
of  de 

4.  The  nature  of  the  Stamp  Act.     Pictures  of  the  stamps 
may  be  found  in  various  histories,  including  some  of 
the  books  referred  to  below.     (Since  this  act  had  been 
passed    in    England,    not    by    the    Virginia    Assembly, 
which  side  will  you  expect  Patrick  to  take?) 

5.  Henry's  speech  against  accepting  the  Stamp  Act,  urged 
resistance,  closing  with  "Caesar  has  his  Brutus,  Charles, 
the  First,  his  Cromwell,  and  George  the  Third — ,"'etc. 
(Discuss  its  effect  upon  America.     Should  he  have  said 
such  a  thing?     Might  it  have  proven  dangerous?) 

6.  Patrick  Henry's  speech  in   1774  on  the  bills  directed 
against  Massachusetts  ("Give  me  liberty,  or  give  me 
death"  speech).     Explain  its  effect  on  bringing  Virginia 
and  other  colonies  to  the  aid  of  Massachusetts.     (Why 
should  Virginia  stand  by  Massachusetts?) 

7.  During  the  war,  Patrick   Henry  commanded    Virginia 
forces. 

8.  He    became    the    first    governor    of    Virginia.      (What 
opinion  did  his  fellows  have  of  him?) 

9.  His  last  years  and  death.     (What  do  you   like    about 
Patrick  Henry?) 

157 


References  for  the  Pupil:  Mace,  W.  H.,  "Beginner's 
History"  (State  Text)  pp.  129-130  and  158-167.  Coe, 
Fanny  E.,  "Makers  of  the  Nation,"  pp.  9-18.  Foote 
&  Skinner,  "Makers  and  Defenders  of  America," 
pp.  13-19.  Gordy.  W.  F.,  "American  Leaders  and 
Heroes,"  pp.  145-155. 

References  for  the  Teacher:  Morgan,  George,  "The 
True  Patrick  Henry,"  492  pages.  (Lippincott,  1907 
—$2.00).  Howard,  G.  E.,  "Preliminaries  of  the  Rev- 
olution," (American  Nation  Series,  Harpers — $2.00), 
pp.  97-101  (Parsons'  Cause)  pp.  141-145.  (Stamp 
Act.) 

III.    Samuel  Adams  (Optional.) 

1.  Born  1722  (ten  years  before  Washington)  in  a  well-to-do 
family.    (Should  he  get  a  good  education  if  he  wants  it?) 

2.  "A  studious,  indoor  sort  of  a  lad."     Graduated  from 
Harvard  and  taken  into  business  with  his  father.     (If 
he  likes  to  study  all  the  time  will  he  be  likely  to  care  for 
business?    For  law?    For  medicine?) 

3.  Studied  law,  and  was  greatly  interested  in  public  life. 
Spent  much  time  "talking  politics."     (Ought  men  to 
talk  politics?     Why?) 

4.  Business  failed  land  he  lived  on  a  small  salary  obtained 
for  service   as   clerk  of  the   Massachusetts   Assembly. 
Absolutely  honest.      (Should  honest   men  be   kept   in 
office?    Why  important  to  you?) 

5.  He  opposed  the  Stamp  Act  in  Massachusetts.     Began 
writing   against   the   proposal   to   tax   America   a   year 
before  the  act  was  passed  urging  union.     (What  was 
Henry  doing  in  Virginia?) 

6.  Opposition   to   Townsend   Acts.      (Explain   these   in   a 
simple  way).     Agreement  not  to  import  and  use  tea. 
Adams  began  to  talk  independence  in  1768.     (Would 
his  fellow  citizens  believe  in  him?    Why?) 

7.  Boston  Massacre — 1770.     Soldiers  in  Boston  to  enforce 
king's  law.     People  resentful.     Riot.      Citizens  killed. 
Adams  demanded  removal  of  all  soldiers  and  by  in- 
fluence in  town  meeting  forced  the  governor  to  remove 
troops.     (Ought  soldiers  to  be  policing  streets  in  time 

158 


of  peace?    Why?    Was  Adams  right?     Would  the  [king 
like  him  for  this?) 

8.  Samuel  Adams  and  the  committees  of  correspondence. 
The    idea    of    building    an    organization    to    resist    the 
encroachments  of  the  king  seems  to  date  back  into  the 
Stuart  period  of  English  history.     Many  claims  have 
been  put  forward  for  the  credit  of  first  introducing  it 
into  the  colonies.     Samuel  Adams,  if  not  the  first  to 
introduce  it,  was  at  least  one  of  the  first,  and  at  all  times 
he  was  the  greatest  believer  in  the  need  of  the  effective- 
ness of  the  system.     He  has  been  known  as  "the  man 
of  the  town  meeting."     Explain  to  pupils  how  through 
these   local   organizations   non-importation   agreements 
could    be    made    and    effectively    enforced,    merchants 
boycotted,  and  the  revolutionary  propaganda  spread. 
(Ought  we  to  agree  together  to  save  food?    To  not  use 
certain  foods?) 

9.  Adams  was  one  of  the  prime  movers  for  the  first  Con- 
tinental Congress.     In  1776  he  signed  the  Declaration 
of  Independence.     His  name  also  appears  as  a  signer 
for  Massachusetts.     (Why  elected?) 

10.  Importance.     The  historian,   John   Fiske,   ranks  him 
"second   to   Washington."      He   has   been   called   "the 
brain  of  the  Revolution"  and  "man  of  the  Town  meet- 
ing."    His  methods  and  his  wisdom  in  action  may  be 
comprehended  by  one  who  studies  in   detail  the  story 
of  the  Boston  Tea  Party.        (What  do  you  like  about 
Samuel  Adams?) 

References  for  the  Pupil.  Mace,  W.  H.,  "Beginner's 
History,"  (State  Text),  pp.  167-179.  Coe,  Fanny  E., 
"Makers  of  the  Nation."  pp.  19-29.  Foote  and  Skin- 
ner, "Makers  and  Defenders  of  America."  Gordy, 
W.  F.,  "American  Leaders  and  Heroes,"  pp.  156-164. 

References  for  the  Teacher.  Sparks,  E.  E.,  "The  Men 
who  Made  the  Nation,"  pp.  47-48.  (Macmillan  Co. — 
60c.) 

IV.    Benjamin  Franklin. 

1.  Birth  and  early  life.  Seventeen  children  made  it  hard 
for  his  father,  a  soap  and  candle  maker  of  Boston,  to 
give  his  boys  much  education.  From  eight  to  ten,  he 

159 


received  some  schooling.  At  ten  he  went  to  work  in 
his  father's  shop.  (What  ways  could  children  help 
make  the  family  living  in  these  early  times?) 

2.  Benjamin  liked  reading,  and   spent  his  savings  in  buy- 
ing books,  so  his  father  decided  to  make  him  an  appren- 
tice to  his  brother  James,  a  printer.     (Do  you  like  to 
read?     Do  you  own  any  books  that  are  really  yours?) 

3.  He  liked  printing  because  of  che  chance  it  gave  him  to 
read,  but  at  seventeen  disagreed  with  his  brother  and 
went  to  New  York.    Not  finding  work,  he  went  to  Phil- 
adelphia.    (Discuss  printing  as  a  trade.) 

4.  Franklin,  a  printer  in  Philadelphia  with  a  shop  of  his 
own.     He  lived  a  simple  and  temperate  life  and  saved 
money.     (Why  should  a  man  save?) 

5.  He  founded  a  subscription  library  which  is  considered 
the  beginning  of  Philadelphia  Public  Library.     (Why 
was  he  interested  in  libraries?) 

6.  Poor  Richard's  Almanac.     (Give  some  proverbs.     Dis- 
cuss them.) 

7.  He  established  an  academy  which  grew  into  the  Uni- 
versity of  Pennsylvania.     (Why  should  he  be  interested 
in  education?) 

8.  As  an  inventor,  he  was  the  most  famous  American  of 
his  time.     The  Franklin  stove. 

9.  He  was  interested  in  his  city  and  improved  the  police 
department,  fire  protection,  street  lighting  and  street 
sweeping.    Should  citizens  pay  attention  to  these  things? 
Does  your  father  belong  to  an  improvement  club? 

10.  As  a  scientist,  he  was  known  all  over  the  world.     (Dis- 
cuss his  experiments  with  electricity.) 

11.  He   attempted   to  get  the  colonies  to  unite  as  early  as 
1754 — the  Albany  Plan.    Discuss  the  value  of  union.) 

12.  He   became   the   representative   of     Pennsylvania   and 
several   other   colonies   in   England   to   protest   against 
taxation, — the   Stamp   Act.     (What    did   this   indicate 
about  his  reputation?) 

13.  Returned  to  America  in  1775,  and  was  one  of  the  com- 
mittee of  five  which  wrote  the  Declaration  of  Independ- 
ence.    (Responsibility?) 

160 


14.    He  was  sent  in  1776  to  France,  to  try  to  get  aid  for  the 
Americans.    Was  in  France  about  ten  years,  and  is  con- 
sidered the  first,  and  perhaps  the  greatest  of    American 
ambassadors.     (Discuss  contrast  to  French  autocrats.) 
References  for  the  Pupil:     Mace,  W.  H.,  "Beginner's 
History,"    (Cal.   State  Text),   pp.    147-158.      Gordy, 
W.  F.,  "American  Leaders  and  Heroes,"  pp.   175-188. 
Coe,  Fanny  E.,  "Makers  of  the  Nation,"  pp.  30-36. 
Foote  and  Skinner,  "Makers  and  Defenders  of  Amer- 
ica,"   pp.     107-110.       Baldwin,     James,     "Benjamin 
Franklin;"    "Four  Great   Americans,"    (Amer.   Book 
Co.— 50c.) 

References  for  the  Teacher.  Franklin,  Benjamin,  "Au- 
tobiography." Dudley,  E.  Lawrence,  "Benjamin 
Franklin,"  Macmillan  Co.  (True  Stories  Series — 50c.) 
Fisher,  Sydney  George,  "The  True  Benjamin  Frank- 
lin," (Lippincott  Co.— $2.00).  Morse,  John  T.,  Jr., 
"Benjamin  Franklin,"  Houghton  Mifflin  Co.,  (Amer- 
ican Statesmen  Series. — $1.25).  Sparkes,  E.  F., 
"The  Men  Who  Made  the  Nation,"  pp.  1-46, 
(Macmillan  Co.— 60c.) 

V.    Other  Heroes  of  the  Revolution  (Optional). 
Do  not  attempt  to  teach  the  campaigns  of  the  Revolution, 
but  encourage  the  pupils  to  read  and  let  each  have  his  partic- 
ular  hero. 

1  1.    Revere,  Paul  and  the  First  Flights. 

Gordy,  W.  F.,  "American  Leaders  and  Heroes,"  pp. 
165-175.  Pratt,  Mara  L.,  "America's  Story  for  Amer- 
ica's Children,"  Vol.  V.,  pp.  62-73,  (D.  C.  Heath  & 
Co. — 40c).  Foote  and  Skinner,  "Makers  and  Found- 
ers of  America,"  pp.  31-34.  Tappan,  Eva  M.,  "Amer- 
ican Hero  Stories,"  pp.  143-151,  (Houghton  Mifflin— 
55c.). 

2.    Hale,   Nathan. 

Mace,  W.  H.,  "Beginner's  History,"  pp.  179-182. 
Foote  and  Skinner,  "Makers  and  Defenders  of  Amer- 
ica," pp.  98-102.  Mowry,  W.  A.  &  A.  M.,  "American 
Heroes  and  Heroism,"  pp.  24-28,  (Silver  Burdett  & 
Co.— 60c).  Root,  Jean  C.,  "Nathan  Hale,"  160 
pages,  (Macmillan  Co.)  "True  Stories  of  Great 

161 


Americans — 50c."  Dickson,  M.  S.,  "Pioneers  and 
Patriots  in  Early  American  History,"  pages  1-17. 
(Macmillan  Co.)  (Every  Child's  Series— 40c.) 

For  biography  of  Jefferson,  Jackson  and  Lincoln,  see  p.  35  to  40,  inc. 

8A  COURSE. 

A.  General  Scope. 

This  semester  the  problems  confronting  our  national  govern- 
ment since  the  Civil  War  should  be  studied  in  a  way  to 

1.  Make  the  pupil  fairly  conversant  with  the  big  men  and 
important  issues  of  the  post-war  period; 

2.  Give  the  pupil  a  proper  background  for  the  forming  of 
intelligent  opinions  on  the  problems  he  will   be   called 
upon  to  help  solve. 

3.  Show  him  the   working  of    the    Federal    Government 
through  its  performances  in  actual  occurrences. 

4.  Review  and  tie  together  the  main  threads  of  our  nation's 
story  studied  in  preceding  terms. 

B.  Methods. 

Methods  used  in  the  earlier  classes  should  not  be  abandoned 
but  more  use  can  now  be  made  of  the  problem.  Also  let  the 
class  consider  itself  a  governmental  body  working  on  the  solu- 
tion of  the  problem,  e.  g.,  as  the  House  of  Representatives  con- 
sidering a  tariff  bill,  or  an  appropriation  to  pay  for  the  Phil- 
ippines, etc.,  or  the  United  States  Senate  deliberating  on  the 
ratification  of  a  treaty  with  China;  or  the  President's  Cabinet 
considering  what  action  should  be  taken  with  regard  to  Japanese 
in  California.  (Needless  to  say  such  work  presents  adequate 
opportunity  for  socialized  types  of  recitation.) 

Wilson  &  Wilson,  "Motivation  of  School  Work." 
"School  Review  XVII,"  p.  255  and  quoted  in  John- 
stone.  "Modern  High  School,"  pp.  240-244.  Scott, 
Colin,  A.,  "Social  Education,"  pp.  142-146. 

C.  Content  Material — (Outlines  for  Guidance  of  Teachers  only). 

(Study  I) :    The  Expansion  of  the  United  States.     . 
Suggestions  for  Approach.    (Use  what  is  nearest  the  pupils' 
interest). 

1.    How  does  California  happen  to  be  under  the  United 
States  flag? 

162 


2.  Should  Hawaii  become  a  state?     How  do  we  happen 
to  have  it? 

3.  Should  the  Philippines  be  given  independence?     How 
did  we  get  them? 

4.  Should    we    acquire    Lower    California    from    Mexico? 
What  has  been  our  policy  of  getting  territory?       Con- 
quest?   Purchase?   etc. 

4.    If  President  Washington  could  return  to  life,  how  would 
you  explain  our  territorial  extent  to  him? 


Table  of  Chief  Facts. 


Date. 

1803 
1819 

1845 
1846 


1848 
1853 


Acquisition 


From 
France 


Louisiana  Country 

Florida  (includ.   parts  of  Ala.  and 

Miss.)  Spain 

Texas  Texas 

Oregon     Country     (Ore.),     Idaho, 

Wash.,  Gt.  Britain. 


Mexican  Cession 
Gadsden  Purchase 


Mexico 
Mexico 


How        Party. 
Treaty, 

$15,000,000  Dem. 
Treaty 

$  5,000,000  Dem. 

Dem. 

By    annex-  Dem. 

ation  treaty 

and  we  gave 

up  B.C. 

Conquest,    Dem. 
$15,000,000 
Treaty,  Dem. 

$10,000,000 


General  character.  All  acquisitions  are  contiguous  and  helped 
extend  our  territory  westward  between  roughly  parallel  lines. 
Party  favoring  expansion — Democratic. 


1867 
1898 


Alaska 


Post- War  Acquisitions. 
Russia 


Hawaiian  Islands 

.Wake 

3.        1898-9     Miscel.  Islands  J  Rowland 

\  Baker 


Midway 


4.       1898-9     Samoan  Islands 


f  Porto  Rico 

5.  1898-9     Spanish  War  Acq.  I  Guam 

I  Philippines 

6.  1904         Panama  Canal  Strip 

7.  1916        Nicaragua  Canal  Route 

and  Naval  Base 

f  St.  Croix 

8.  1917         Virgin  Islands  I  St.  John 

I  St.  Thomas 


Hawaii 


Treaty,  Rep , 
$7,200,000 

Annexation  Rep. 

Occupation  Rep. 


$  Great  Britain 
<  Germany 

Panama 

Nicaragua 
and  about  50 
small  points. 

Treaty         Rep. 

Conquest 
Rep. 
$20,000,000 
Treaty,            Rep. 
$10,000,000 
Treaty,          Dem. 
$3,000,000 

Treaty,           Dem. 
$25,000,000 

163 


General  character — all  non-contiguous.  Reasons  for  acquisition 
chiefly  military  in  case  of  islands;  in  case  of  European  nations 
wishing  to  sell  our  purchase  seems  a  necessary  corrollary  to  the 
Monroe  Doctrine.  Except  for  Mr.  Wilson,  party  in  power  has  been 
Republican. 

References  for  pupils:  McMaster,  (State  Text),  "Brief 
History  of  U.  S.,"  Index.  Elementary  texts  listed  in 
General  Circular  No.  1,  Social  Studies  Department, 
especially  Gordy,  pp.  476-477,  (Outline). 
References  for  teacher.  Bassett,  "Short  History  of  the 
United  States,"  passim.  "Croscup's  Synchronic  Chart 
of  United  States  History/'  Chapters  V.  and  X. 
(Very  good).  Statesman's  Year  Book  or  American 
Year  Book  for  1916,  1917  (on  late  acquisitions.) 
Maps  in  atlases,  histories,  handy  books  of  facts,  etc. 

(Study  II) :    Population. 

Suggestions  for  Approach.      (Try  some  of  these  if  you  are 
dissatisfied  with  your  plan). 

1.  What  races  of  people  have  you  noticed  in  Oakland? 
How  many  are  there  of  each  sort? 

2.  Were  any  people  living  in  Oakland  when  this  country 
became  part  of  the  United  States?      If  so,  what  sorts 
were  they? 

3.  What  sorts  of  people  lived  in  each  of  the  additions  to 
our  territory  at  the  time  we  bought  it? 

4.  At  one  time  much  of  Oakland  was  cultivated  as  farms 
and  later  as  vegetable  gardens.     Do  you  think  as  many 
people  then  lived  within  our  city  limits  as  do  now? 
(Explain  here  the  expression  "density  of  population.") 

5.  Suppose  Oakland  develops   a  great  many  ship  building 
plants  and  factories  on  our  water  front,  how  far  away 
will  the  workers  wish  to  live?     (Call  attention  to  the 
tendency    to    tenements    near    such    districts.)      Civic 
Problem — How  can  undesirable  crowding  be  prevented. 

6.  If  President  Washington  had  toured  the  whole  United 
States  after  he  was  inaugurated,  how  far  west  would  he 
have    come?      How    many    people    (exclude    Indians) 
would  he   have   discovered  in   the  land   he   governed? 
Frame    similar    questions    for    President    Lincoln    and 
President  Wilson. 

164 


Important  Facts  (for  teachers  use  only). 
I.    On  Race  and  Nativity. 


Native         White       For.  Born       Negro 
Native        For.    or        White 
Parentage      mixed 
Parentage 

Other 
races 

Total 

Oakland 
California 

Tinted  States 

55,198         49,936         36,S_>-!           3,055 
1,106,533       635,889       517,250         21,645 

49,488,575  18,897,837  13,345,545    9,827,763 

5,163 
96,232 
412,546 

150,174 
2,377,549 
91,972,266 

Indian            Chinese         Japanese 

Others 

Total 

California 
United  Stairs 
*  Mostly  Hindus 

16,371             36,248             41,356 
265,683           71,531               72,157 
and  Koreans. 

2,257 
3,175* 

96,232 
412,546 

(Some  problems  in  arithmetic  may  be  made  from  these  figures 
(approximate)  e.  g.  What  per  cent  of  the  Japanese  in  the  United 
States  live  in  California?  In  Oakland?  etc.) 

II.    On  Density. 


Census  Year      Population  of 
the  U.  S. 

Land  area  in    Population  per 
square  miles       square  mile. 

1910.  . 
1900  
1890 

91,972,266 
75,994.575 
62,947,714 

2,973,890 
2,974,159 
2,973,965 
2.973,965 
2,973,965 
2,973,965 
2,944,337 
1,753,588 
1,753,588 
1,753,588 
1,685,865 
867,980 
867,980 

30.9 
25.6 
21.2 
16  9 
13.0 
10.6 
7.9 
9.7 
7.3 
5.5 
43 
6.1 
6.5 

1880  
1.S70  
1860  
1850  

50,155,783 
38,558,371 
31,443,321 
2^,191.867 

1840  

17,069,453 

1830 

12,866,020 

1820  
1810  
1800  
1790  

9,638,453 
7',239,881 
5.308,483 
......         3,929,214 

1910  Abstract  of  Census,  p.  28. 

"The  population  of  the  United  States  showed  approximately 
an  increase  of  one-third  during  each  of  the  seven  decades  from 
1790  to  1850;  of  one- fourth  during  each  of  the  three  decades 
from  1860  to  1890;  and  of  one-fifth  during  each  of  the  last  two 
decades,  1890  to  1900  and  1900  to  1910."  Abstract  of  Census, 
p.  22. 

NOTES  :  (1)  The  areas  and  population  cf  outlying  pos- 
sessions (including  Alaska)  are  not  included  in  the  above 

165 


table.  (2)  The  mountain  states  (except  Colorado)  i.  e. 
Arizona,  New  Mexico,  Nevada,  Utah,  Idaho,  Wyoming 
and  Montana  showed  a  density  of  less  than  six  per  square 
miles.  (Rearch  the  pupils'  knowledge  of  geography  for 
a  reason).  R.  L,  Mass.,  N.  J.,  Conn.,  N.  Y.,  Pa.,  Md., 
Ohio,  Dela.,  and  111.,  average  over  100  per  square  mile. 
Why?  (R.  I.  has  an  average  of  508.5).  Should  a  man 
be  so  much  restricted  in  the  use  of  firearms  in  Nevada 
as  in  Rhode  Island?  Why?  Where  would  you  expect 
to  find  the  stricter  laws  about  loose  animals,  in  Mass. 
or  Ariz.?  Why?  Will  the  law  provide  more  or  less  re- 
strictions on  driving  automobiles  in  Oakland  ten  years 
from  now?  etc. 

III.    On  Urban  and  Rural    Population. 

"Urban  population"  includes  all  places  (incorporated  or  not 
and  including  New  England  "towns")  of  2500.  Other  areas, 
even  though  incorporated,  are  classed  as  "rural." 

Population  of  the  United  States. 


1910 

1900 

1890 

1880 

Total  number  
Urban 

91.972,266 
.  .  .  .     42,623,383 

75,994,575 
30,797,185 

62,947,714 
22,720,223 

50,155,783 
14,772,438 

Rural              

.  .  .  .     49,348,883 

45,197,390 

40.227,491 

35,383,345 

Total  per  cent 

100  0 

100.0 

100.0 

100.0 

Urban 

46.3 

40.5 

36.1 

29.5 

Rural  

53.7 

59.5 

63.9 

70.5 

1910  Abstract  of  Census,  p.  55. 

Problems:  What  percentage  of  California's  population  in 
1910  lived  in  its  three  largest  cities?  Our  largest  city  is  New 
York  (nearly  5,000,000  in  1910);  Chicago  had  over  2,000,000 
and  Philadelphia  more  than  1,500,000  people. 

Problems:  Who  governed  more  people,  President  Washing- 
ton in  1790  or  the  Mayor  of  New  York  in  1910?  The  Governor 
of  California  or  the  Mayor  of  Chicago  (in  1910)?  Should  the 
position  of  Mayor  of  Oakland  become  more  or  less  important? 
Why? 

IV.    On  Illiteracy. 

"The  Bureau  of  the  Census  classifies  as  illiterate  anv  person 
10  years  of  age  or  over  who  is  unable  to  write,  regardless  of 
ability  to  read." — Abstract  from  Census  p.  239. 

166 


Population   10  years  of  age  and  over: 

1910 
Class  of  Population  .  Illiterate 

Total  Number         Per  Cent. 


Total  

.  .  .  .     71,580,270 

5.516,163 

7.7 

White  

63,933,870 

3,184,633 

50 

Native  

50,989,341 

1,634,272 

3.0 

Native  parentage  

.  ...     37,081,278 

1,378,884 

3.7 

Foreign  or  mixed  parentage  
Foreign  born  

13,908,063 
.  .  .  .      12,944,529 

155,388 
1.650,361 

1.1 
12.7 

Negro  

7,317,922 

2,227,731 

30.4 

Indian  

188,758 

86,446 

46.3 

Chinese  

68,924 

10.891 

16.8 

Japanese  

67,661 

6,213 

9.2 

All  other  

3,135 

1,250 

39.9 

Abstract  of  Census,  p.  239. 

In  1890  illiteracy  among  the  negroes  was  57.1%  and  in  1900  44.5%. 
Do  you  think  the  negroes  want  education?  (Brief  report  on  Booker 
T.  Washington).  Ought  the  white  men  in  the  South  encourage  the 
negro  farmers  to  send  their  children  to  school?  Why?  Do  you  think 
all  the  negroes  should  be  allowed  to  vote?  Why? 

In  1910,  Oakland  had  3,863  illiterates  over  ten  years  old,  of  whom 
3,000  were  foreign  born  white  people.  £)o  you  know  any  of  these? 
Does  Oakland  offer  them  any  chance  to  become  literate?  What 
chance?  Can  you  interest  one  of  these  people?  Is  it  worth  doing? 
How  may  these  foreign  born  whites  become  citizens  of  the  United 
States?  Do  you  think  they  should  become  such?  Why?  Ought 
they  to  know  how  to  read  and  write  first?  Why? 

V.    Militia. 

The  military  strength  of  a  country  is  said  to  include  all  males 
from  18  to  44  inclusive.  In  1910  there  were  20,473,684  (of 
whom  665,522  were  in  California).  Of  course  not  all  of  these 
are  physically  fit  to  fight  but  if  only  one-half  are  taken  the 
United  States  could  raise  an  army  of  ten  million  men.  How 
many  have  been  raised  by  the  draft? 

References:       McMaster,    (State    Text),    "Elementary 

Histories,"  esp.  Forman.     See  Index. 
For   the    teacher   only;     U.  S.  Census,  1910,  especially 
Abstract  of  the  Census,  and  Statistical  Atlas  of  the 
U.  S.    Towne,  "Social  Problems,"  Chap.  IF    (Good). 

(Study  III) :    Immigration. 
Suggestions  for  Approach. 

1.    We  noticed  that  many  of  our  white  inhabitants  were 

167 


born  abroad.  Were  any  of  you  born  abroad?  Was 
your  father?  Your  mother?  Any  of  your  grandparents? 
etc. 

2.  Why  do  foreigners  come  to  America?     Why  did  your 
people  come?     Ask  your  parents. 

3.  List  countries  from  which  ancestors  come.    (Have  pupils 
do  this  as  individual  exercises.     If,  due  to  Avar  preju- 
dices,  certain  pupils  might  be  annoyed  by   others  on 
account  of  ancestry,  do  not  use  as  a  general  exercise.) 

4.  More  foreigners  have  come  to  the  Atlantic  coast  than 
to  the  Pacific  coast.    Why? 

5.  Should  we  do  anything  to  help  newly  arrived  immigrants? 
Do  we  do  anything?     (Signs,  in  ferry  building  will  lead 
up  to  work  of  California  Commission  on  Immigration 
and  Housing.) 

6.  The  crowded  districts  of  our  cities  are  largely  inhabited 
by  the  foreign  born.     Why?     (Poverty,  language,  cus- 
toms, etc.) 

Leading  Facts.     (For  Teacher  only). 

I.  The  "old  immigration"  vs.  the  "new  immigration."     The 
"old  immigration"  refers  to  that  prior  to  about  1880.  95%  came 
from  northwestern  Europe.     From  1820  to  1850  Ireland  sent 
more  than  any  other  country  (partly  because  of  famines  there). 
From  1850  to  1890  the  Germans  generally  led  (more  than  one- 
fourth  of  all  the  immigrants  from  1880-1890  were  Germans). 
The  Scandinavians  were  also  important  in  this  decade.     Eng- 
land, Scotland,  France,  Holland  and  Switzerland  also  sent  many. 
The  whole  was  Celtic  and  Teutonic.     The  "new  immigration" 
is  from  southern  and  eastern  Europe— largely  Latin  and  Slavic. 
Since  1900  it  has  constituted    about    three-fourths  of  all   our 
immigrants. 

II.  -Comparison  of  the  two  sorts. 

As  regards :  Old  type  New  type 

1.  Language  Same  or  similar  Very  different 

2.  Customs  Similar  to  ours 

3.  Government  ideals  Liberal  Used  to  Autocracy. 

4.  Occupation  here  Farmers  and  skilled  Unskilled  Labor. 

5.  Standard  of  living  Fairly  high  Low 

168 


6.  Permanency  of  res-     Remain  become     Many  depart;  others 

idence   and   citi-     citizens  are  not  naturalized. 

zenship. 

7.  Men  and  About  same  Too  many  men. 

women 

8.  Illiteracy  2.7%  35.6% 

III.  Causes   of   Immigration    (32,000,000   have   come   since 
1820). 

a.  Desire  to  earn  a  better  living.  Peasants  have  a  hard  time 
in  parts  of  Europe. 

b.  Desire  to  own  land.    It  was  scarce  in  Europe;    plentiful 
in  America.     Why? 

c.  Famines  and  hard  times  in  old  country  (esp.  for  Ireland). 

d.  European  wars  and  unsuccessful  revolutions.    (Germany 
about  1850.) 

e.  Political     persecution      by    monarchical    governments. 
(Austria,  Hungary  and  Russia.) 

f.  Religious  persecution  (Russian  Jews;  Armenians,  etc.). 

g.  Steamship  companies  advertise  U.  S.  to  get  business. 

h.    U.  S.  and  many  states  encouraged  immigration  to  fill 
up  vacant  land. 

IV.  Effects  of  Immigration. 

Industrial — Up  to  1914  too  many  unskilled  workers;  keep 
standards  of  living  in  this  class  down.  Cheap  labor  helps  some 
industries  but  retards  development  and  use  of  machinery. 
Many  have  no  families,  expect  to  go  back;  so  unfair  compe- 
tition with  men  with  families. 

Social — New  immigrants  crowd  together;  do  not  learn  Eng- 
lish quickly  or  become  naturalized;  make  tenement  problem 
more  difficult;  more  juvenile  crime  among  these  people.  Also 
unsanitary  in  housekeeping. 

Political — "New  immigrant"  does  not  fit  well  into  democratic 
type  of  government.  They  do  not  understand  the  meaning  of 
child  labor  laws,  female  labor  laws,  temperance  legislation,  etc. 
They  are  illiterate  and  subject  to  will  of  political  bosses. 

V.  Classes  now  shut  out. 

1.    Convicts,  immoral  persons  and  polygamists. 

169 


2.  Insane,  idiots,  etc.      Also  person  afflicted  with  certain 
nervous  disorders. 

3.  People  likely  to  become  paupers  ($4.00  tax  is  demanded 
also). 

4.  People  having  contagious  diseases  (incl.  tuberculosis.) 

5.  Anarchists;  contract  laborers. 

6.  Persons  who  cannot  read  30  word  s  in  their  own  language 
(except  where  driven  out  by  religious  persecution  and 
no  chance  for  education  was  given  in  home  country). 

7.  Chinese    common    labor    (coolies)    by    Exclusion    Act 
(since  1882). 

8.  Japanese  common  labor  (by  agreement  with  Japan). 

Suggestions  for  Debate:  Resolved  that  Hindus  should 
be  excluded  from  the  United  States.  (This  topic  will 
allow  use  of  arguments  that  we  need  cheap  labor, 
that  Hindus  are  crowded,  poor  and  unhappy  in 
India,  etc.;  also  that  they  are  caste  ridden  (undemo- 
cratic) illiterate,  have  low  standard  of  living,  etc.,  with- 
out seeming  to  strike  at  relatives  of  pupils  in  the  class). 

References:  For  the  Pupil:  McMaster,  (State  Text), 
"Brief  History  of  United  States."  See  Index  "Immi- 
gration." Other  Elem.  Histories,  esp.  Bourne  and 
Benton;  Foster;  also  Gordy.  Thwaites  &  Kendal. 
For  the  Teacher:  Report  of  the  United  States 
Commissioner-General  of  Immigration  (issued  an- 
nually at  Government  Printing  Office,  Washington, 
D.  C.)  Crosscups:  "Synchronic  Chart  of  American 
History,"  Chap.  XV.  (Very  good.)  Towne,  "Social 
Problems,"  Chap.  Ill  (Excellent  brief  survey  with 
ample  references  to  authorities  such  as  Steiner 
(Various  books);  Ross,  "The  Old  World  and  the 
New;"  Jenks  and  Lauck,  "The  Immigration  Prob- 
lems." 

(Study  IV) :    Development  of  American  Agriculture. 
Suggestions  for  Approach. 

1.  "Food  will  win  the  War."     Explain  this  slogan. 

2.  We  must  eat  to  live.    Do  your  parents  raise  what  you 
eat?     Where  do  they  got  it?     Did  the  storekeeper  raise 

170 


it?     Who  did?     (Trace  until  you  make  clear  the  basic- 
character  of  agriculture  in  all  civilized  society). 

3.  Have  you  a  vegetable  garden  at  home?    If  so,  what  do 
you  raise.     If  none,  why?     (Try  to  interest  pupils  in  a 
home  garden,  if  they  have  vacant  land,  even  though  it 
be  only  in  a  small  way.) 

4.  Develop    the  topic  from  your  school  garden  and    its 
products. 

5.  How  were  all  the  people  coming  to  America  to  be  fed? 
They  had  to  farm  or  others  had  to  raise  more  foods,  etc. 

6.  Let  pupils  tell  of  visits  to  farms  and  sorts  of  work  done 
there,  etc.    . 

7.  Outlying  schools  may  be  able  to  arrange  for  class  visits 
to  truck  gardens  in  the  vicinity. 

8.  U.  S.  Community  Lessons  Bl  on  "Why  we  must  help 
France."    If  U.  S.  were  in  a  state  of  siege  could  we  be 
starved?     Why?     Might  we  have  to  get  along  without 
some  things?     What  things?     Why? 

Chief  Topics  (for  teacher's  use). 

I.  Products  made  known  to  the  white  man  by  the  discovery 
of  America.      "Several  of  the  most  important   plants  in  the 
world's  agriculture  are  native  to  the  Americas,  and  hence  were 
unknown  to  Europeans  before  the  discovery  of  the  new  world  in 
1492.    The  ones  that  have  had  the  greatest  effect  on  agriculture 
are:  Tobacco,  Indian  corn,  White  potato,  Sweet  potato,  Tomato, 
Cranberry,   Pumpkin,   Squash,   Peanut,   Strawberry,   Timothy, 
and  Orchard  grass.     Some  of  these  plants,   notably  tobacco 
and  Indian  corn,  the  first  settlers  found  on  their  arrival.    Others 
were  later  introduced  from  the  West  Indies,  South  America,  or 
from  southern  Europe,  where  they  had  been  carried  by  the 
Spanish.     In  any  case,  they  were  native  American  plants,  and 
their  contribution  to  agricultural  progress  has  been  very  great." 
Thompson,  "History  of  U.  S.,"  p.  61.     See  textbook,  p.   105 
and  p.  113. 

II.  Indian  Agriculture  (Very  Brief  accounts).     Killed  trees 
by  girdling  them.  Planted  corn  in  hills,  making  holes  with  stick. 
As  it  grew  they  made  hill  with  crooked  stick  or  large  shells; 
they  often  planted  four  grains  of  corn  and  two  beans  in  the 
same  hill.     Dead  fish  used  for  fertilizers.     (Refer  to  Squanto 

171 


story    in    Plymouth    Colony.      See    Tappan:    "Our    Country's 
Story/'  p.  57;   also  other  books.) 

III.    Colonial  Agriculture. 

a.  Learning    about    Indian    crops.      Cultivation    of    corn 
everywhere  and  tobacco  in  Virginia  (after  1612). 

b.  Introducing    European    plants;    especially    wheat,    rice 
and  cotton,  and  learning  where  they  would  grow.    New 
England  colonists  planted  rice  and  cotton.     What  was 
the  result?      (Test  knowledge  of  geography).     Others 
tried  allspice,  cinnamon,  etc.     Somebody  had  to  learn. 
Where  did  wheat  become  important?    (Middle  Colonies) 
Cotton?   (S.  C.  and  Ga.),  rice?  (S.  C.) 

c.  Poor  tools — Get  pictures  if  possible.     (Thompson,  p. 
60  has  a  fair  picture). 

"The  massive  old  wooden  plow  required  a  strong 
team,  a  stout  man  to  bear  on,  another  to  hold,  and  a 
third  to  drive.  The  work  it  did  was  slow  and  laborious. 
The  other  tools  were  a  heavy  spade,  a  clumsy  wooden 
fork,  and,  later,  a  harrow.  I  have  had  in  my  possession 
specimens  of  these  forks  two  hundred  years  old.  It  is 
difficult  to  see  how  they  could  have  done  very  effective 
work."— Charles  L.  Flint  in  Report  of  the  Commissioner 
of  Agriculture  for  the  year  1872'p.  278  (from  Thompson  : 
"History  of  the  United  States,"  p.  61,  footnote.) 

d.  Live  Stock.    First  settlers  at  Jamestown  brought  cattle. 
By  1620  they  had  500.   First  cattle  at  Plymouth  came  in 
162 1-  four   head.      Hogs    flourished    especially    in   the 
south.     Work  animals  were  oxen,  niules  and  horses  Y^  all 
undersized  animals,  poorly  cared  for.     Later  fine  horses 
were  brought  from  Europe  for  races. 

e.  Other  Activities.     The  colonial  farmer  frequently  went 
fishing,  killed  and  cured  his  own  meat,  cut  his  own  wood 
and  lumber  for  his  buildings,  made  his  own  harness  and 
shoes;  his  wife  and  daughters  made  candles,  spun,  wove 
and  made  clothing.     He  often  paid  his  taxes  in  grain  or 
other   products.      Did   he   need    money?      Why?      See 
U.   S.   Community  Lesson  B2  on   "The  Varied  Occu- 
pations of  a  Colonial  Farm." 

f.  Size  of  Farms.     In  New  England,  small  (average  about 

100  acres)  and  self-sufficing  for  the  most  part.    In  South, 

172 


the  plantation  system* with  slave  labor  was  the  rule,  and 
manufactured  articles  were  obtained  from  Knglaiid  in 
exchange  for  cotton,  rico,  indigo  and  tobacco  produced 
on  the  plantation. 

g.  No  effort  was  made  to  keep  soil  from  becoming  ex- 
hausted and  many  farms  became  such  p.);>r  producers 
that  people  moved  west  to  new  laud  a. id  left  old  farms 
to  weeds  and  wild  beasts. 

IV.    Improvements  in  Agriculture— 180D-1860. 

a.  New  land  occupied;  first  the  part  between  Appalachians 
and  Mississippi;  after   1820  movement    across   Mis>i<- 
sippi  into  the,  first  tier  of  states  west  of  the  river.     Old 
settlers  came  west  to  get  better  land.      New  immigrants 
sought  homes. 

b.  Improvements   in   farm   machinery.      "The   first    farm 
tool  to   be  improved  to  any  considerable  extent  was  the 
plow.     Many  of  the  leading  men  of  the  time,  notably 
President  Jefferson  studied  how  to  improve  the  shapes 
of  different  plows  and  their  construction." — "Many  a 
farmer,  clinging  to  the  old  w^ooden  plough,  asserted  that 
cast  iron  poisoned  the  ground  and  spoiled  the  crops." 
"By   1860,  over  four  hundred  patents  had  been  issued 
for  improvements  on  the  plow.     Other  tools  used  in 
planting   or   cultivating   were   introduced   or  improved 
during  this  period.     The  most  important  of  these  were 
the  light-toothed  harrow,  horse-hoe,  grubber,  cultivator, 
drill,  and  seed-sower.    ("Thompson  U.  S.,"  pp.  217-218.) 
(Some  farmers  still  think  they  must  plant  root  crops 
like  potatoes  in  the  dark  of  the  moon  and  head  crops  like 
cabbage  in  the  light  of  the  moon.     What  do  you  think 
of  this?     Compare  with   the  "cast   iron   poisoning   the 
ground"  argument.) 

Improvements  in  harvesting  machinery.  Look  up  work 
of  Cyrus  H.  McCormick.  (Get  publications  of  the  Inter- 
national Harvester  Co.  and  of  the  Holt  Manufacturing  Co. 
in  Stockton  and  the  C.  L.  Best  Co.  in  San  Leandro).  Ex- 
plain the  old  scythe  and  grading  methods. 

In  1855  an  agricultural  exposition  was  held  in  Paris. 
In  a  test  on  a  field  of  oats,  in  a  contest  between  3  reapers 
each  cutting  about  one  acre,  the  American  machine  finished 

173 


in  22  minutes,  the  English  in  66,  and  the  Algiers  machine 
in  72.  At  the  same  exposition  a  test  of  threshing  machines 
was  made  all  competing  with  six  men  using  old  fashioned 
flail  with  this  result : 

Six  threshers  with  flails  ...         ...60  liters  of  wheat 

Pitt's  American  thresher. 740     "       "     " 

Clayton's  English  thresher....         ...410     "       "     " 

Dunoir's  French  thresher ..250     "       "     " 

Pinet's  Belgium  thresher....  ...150     "       "     " 

NOTE:    "A  liter  equals  approximately  a  quart,"  (Thompson, 
.U.S.,  p.  220.) 

c.  In  live  stock,  better  breeds  of  animals  were  introduced.    A 
heavy  horse  for  farm  and  dray  work  appeared  although 
oxen  were  extensively  used  on  the  farms  yet.    More  atten- 
tion was  given  to  proper  feeding  of  animals,  after  the  in- 
vention of  the  mower  had  made  hay  raising  simpler.    Barns 
also  were  built  for  horses  and  cattle.    Mules  did  most  heavy 
work  on  the  southern  plantations  because  they  stood  abuse 
well  and  lived  on  poor  food.    Hogs  were  now  often  penned 
and  fed  instead  of  running  wild.    Why?  Pork  packing  es- 
tablishments   developed    at    Pittsburgh,    Cincinnati,    St. 
Louis  and  Chicago.    Why? 

d.  Roads  and  turnpikes  were  built  and  wagons  greatly  im- 
proved, to  get  products  to  market.      Steamboat  and  rail- 
roads became  important  factors. 

e.  Agricultural  Education — Agricultural  societies  began  about 
1800;   fairs  in  1816  in  Massachusetts;    by  1860  there  were 
a  thousand  such  fairs  held. 

f.  Crops.    Cotton  became  king  in  the  South.    Corn  remained 
the  chief  food  crop  and  was  used  in  fattening  animals.   Hay 
became  important  in  the  northern  states.     (Why?    Effect 
of  snow  in  winter  on  food  for  animals.)   Wheat  ranked  next 
to  corn  and  by  1860  much  wheat  and  flour  were  exported? 
(Why  do  we  send  wheat  and  flour  abroad  today  and  use 
the  corn  meal  ourselves?)    Constant  cheap  labor  was  suited 
for  cotton — hence  slavery;     more  skilled  but  occasional 
labor  was  needed  for,  cereal  crops.      (What  effect  then  did 
agriculture  have  on  our  history?) 

V.    Immediate  results  of  the  Civil  War.    As  the  feeding  of  the 
National  Army  was  made  possible  by  the  improved  machinery, 

174 


("In  1860  it  was  estimated  that  the  use  of  threshing  machines  in 
two  Ohio  counties  alone  annually  saved  the  labor  of  40,000  men"), 
so  the  end  of  the  struggle  released  a  vast  army  of  workers.  Many 
went  West,  following  the  new  railroad  and  began  new  farms;  so  by 
1880,  120,000,000  acres  had  been  added  to  our  improved  farm  land 
and  our  cereal  crop  doubled.  In  the  South,  however,  so  great  had 
the  destruction  been  and  so  difficult  was  it  to  get  used  to  paid  labor 
that  the  cotton  yield  of  1859  was  not  equalled  again  until  1879. 

VI.  Agricultural  Development  since  1883. 

1.  Our  leading  crops  (in  order  of  value)  are:    corn,  hay,  and 
forage,  cotton,  wheat,  oats,  potatoes,  orchard  fruits. 

2.  Effect  of  fast  freights  and  refrigerator  cars: 

a.  Fruits  and  garden  truck  may  be  taken  to  cities,  great 
distances ;  so  fruit  and  berries  in  Florida  and  California 
especially  go  to  big  cities  of  East.     This  has  lowered 
prices  and  made  use  more  general. 

b.  The  dairy  industry  has  been  likewise  affected.     Milk 
is  now  taken  great  distances.     Milk  and  butter  are 
now  very  important  industries. 

c.  Slaughter  houses  may  be  near  stock  raising  and  fat- 
tening centers. 

d.  Poultry  and  eggs.    This  is  becoming  the  main  industry 
of  some  farms  (instead  of  a  side  issue).    The  value  is 
now  about  one-half  billion  annually. 

3.  Agricultural  Education.     (Including  actual  assistance.) 

a.  Agricultural  Colleges   (such  as  at  U.   C.)   developed 
with  aid  granted  by  Congress  during  Civil  War.   These 
now  have  regular  courses  of  instruction  (as  at  Berkeley)  ; 
experimental  farms  (as  at  Davis);  experiment  stations 
(several  in  California) ;  issue  bulletins.    (Get  some  from 
U.  C.);    send  lecturers  out  to  hold  farmers' institutes; 
send  out  demonstration  trains;  etc.      (What  H.   S. 
course  prepares  for  this?) 

b.  The  U.  S.  Dept.  of  Agriculture  at  Washington  D.  C., 
maintains  a  Weather  Bureau  to  notify    farmers    of 
storms;  a  Bureau  of  Soils;  issues  farmer's  bulletins, 
distributes  sample  seeds;     helps  solve  road  problems 
and  administers  the  money  Congress  allows  to  states 
for  road  building;   maintains  a  forest  service  for  fight- 

175 


ing  fires,  planting  new  trees,  letting  out  grazing  privi- 
leges, etc;  superintends  enforcement  of  the  Pure  Food 
Laws;  gives  information  on  market  conditions  and  has 
power  to  fix  grades  and  standards  in  case  of  cotton  and 
cereals;  fights  diseases  of  farm  animals  and  plants. 
The  work  of  this  department  has  been  advanced  es- 
pecially under  the  administrations  of  Mr.  Roosevelt 
and  Mr.  Wilson.  (Bring  some  farmer's  bulletins  to 
class) . 

c.  The  State  of  California  has  a  Horticultural  Commis- 
sioner, who  "is  at  the  head  of  a  great  state  system  which 
exists  for  the  purpose  of  protecting  our  horticultural 
interests,  including  the  raising  of  fruits,  nuts,  vege- 
tables, and  ornamental  trees  and  plants."    "His  prin- 
cipal  duties   are   as   follows:  (1)  To   guard  the   state 
against  the  introduction  of  tree  or  plant  diseases  and 
destructive  insects  from  other  states  or  from  foreign 
lands."     (2)  "To  eradicate  tree  or  plant  diseases  and 
destructive  insects  found  within  the  state."     (3)   "To 
rear  and  distribute  beneficial  insects."     (4)   "To  col- 
lect   books,    pamphlets    and    periodicals    containing 
information    relating  to  horticulture:    and  to   collect 
statistics   showing    the    condition    and    progress    of 
horticulture  in  this  state  and  elsewhere." 

d.  "The  State  Veterinarian:"      "It  is  the  duty  of  the 
veterinarian  to  protect  the  health  of  domestic  animals 
in  the  state.    All  veterinary  surgeons  are  required  by 
law  to  report  cases  of  contagious  diseases  to  him." 
"The  State  Board  of  Agriculture:"     Their  "principal 
duty  is  to  provide  for  and  conduct   the  annual   fair 
which  is  held  in  the  fall  of  the  year  at  Sacramento. 
The  fair  grounds  comprise  eighty  acres  of  land  located 
outside  the  city  limits.    The  land  belongs  to  the  state 
and  is  equipped  with  buildings  and  other  necessary 
improvements."     "The  State  Dairy  Bureau:"    Along 
with  other  duties  is  directed  "to  compile  and  dissem- 
inate statistics  and  useful  information  relative  to  the 
dairy  industry."    (Sutton,  "Civil  Government  in  Cal- 
ifornia," pp.  234-239.) 

4.    Conservation. 

a.    Crop  rotation,  use  of  fertilizers,  legumes,  etc. 
176 


1).    Plowing  should  be  done  so  as  not  to  let  soil  wash  away, 
c.    Forests  are  preserved  to  hold  soil  and  water  on  moun- 
tains. 

5.  Development  of  machinery  and  application  of  power  to  it. 

a.  Perfection  of  reapers,  binders,  threshers,  etc. 

b.  New  machines  for  planting  as  drills,  seeders,  etc. 

c.  Cultivating  machines  (gang  plows,  multiple  cultivators, 
etc.) 

d.  Corn  shelters,  bean  threshers,  cotton  pickers,  tractors, 
etc.    (Let  pupils  hunt  for  pictures  in  magazines.) 

6.  Reclamation  of  arid  lands.     The  States  (especially  Utah) 
have  done  much  work,  but  the  United  States  has  done  more 
under  the  National  Reclamation  Act  of  1902,  an  important 
law  of  Roosevelt's  Administration.    (Let  pupils  get  pictures 
of    Roosevelt,    Truckee-C arson    or    other    projects.      See 
encyclopedias   under   "Roosevelt   Dam").         The   money 
comes    from    sale    of    U.  S.  lands;  dams  and  ditches  are 
built;  land  is  sold  to  settlers  on  easy  terms  in  not  over  160 
acre  farms;    when  all  paid  up  settlers  manage  the  project; 
Reclamation   Bureau   of  Interior   Department   in   charge. 

7.  Helping  finance   the   farmer.     Improved   farms   now   cost 
much  money.    Many  have  little  money  to  start;    so  Con- 
gress (in  Mr.  Wilson's  first  term)  authorized  the  creation 
of  twelve  Farm  Loan  Banks.     These  borrow  from  any 
person  having  money  to  invest  and  give  bonds  in  security. 
This  money  is  then  loaned  to  farmers  at  low  interest  on 
long  terms  so  it  can  be  paid  back  out  of  profits.     Various 
organizations  of  farmers  are  being  formed  to  sell  their 
products  directly  and  so  eliminate  profits  of  the  middle- 
men.   (California  Fruit  Grower's  Exchange,  etc.) 

8.  Compare  the  old  farm  life  and  the  new  with  the  telephone, 
rural  delivery,  automobiles,  good  buildings,  labor  saving 
machinery,  improved  schools,  etc. 

References  (for  Teacher):  Thompson,  "History  of  the 
U.  S.  Political,  Industrial,  Social,"  (Best  account. 
Generally  followed  above),  chaps.  IV,  XIII  and  XXIII. 
Bogart,  "Economic  History  of  the  United  States,"  Chaps. 
5,  9,  17,  18,  and  21,  (Good).  Department  of  Agriculture; 
Yearbooks.  U.  S.  Census:  Abstract.  Statistical  Atlas. 

177 


References  (for  Pupil):  Elementary  Histories,  See  index 
" Agriculture"  in  Woodburn  and  Moran;  Forman;  Gordy; 
Mace  (School  History)  and  under  "  Farming"  in  Bourne 
and  Benton.  (All  good.)  Moore,  J.  R.  H.,  "An  In- 
dustrial History  of  the  American  People,"  chaps.  VI 
and  X  (Good;  written  for  9th  grade  pupils). 

(Study  V) :   Transportation  in  the  United  States. 

a.  In  the  Colonial  Period :  Dependence  on  Ocean  and  Atlantic 
Rivers. 

1.  Our  trade  on  the  ocean  up  to  the  Revolution  was 
largely    with    England.      (Why?    Brief    mention    of 
Navigation  Acts  and  their  purpose). 

2.  In   1789,   Congress  favored  American  vessels  in  the 
coast-wise   trade.     After    1817   it   prohibited   foreign 
vessels  engaging  in  coast  trade. 

3.  Observe  the  location  of  population  before  1800  east  of 
the  Appalachians.     Observe  also  the  river  systems  of 
this  country.      What  would  be  the  effect  of  the  coast- 
wise trade  on  the  development  of  inland  transporta- 
tion?  Would  you  expect  roads? 

4.  Why  did  New  England  become  a  great  ship  building 
center?    (Discuss  the  presence  of  materials  for  the  sort 
of  ships  built  in  those  days,  and  the  effect  of  the  British 
Navigation  Acts   and   the   above  mentioned   acts   of 
Congress  in  promoting  American  ship  building.) 

5.  What  effect  did  this  ship  building  have  on  our  troubles 
with  France  and  Tripoli?   On  our  war  with  England  in 
1812? 

b.  Development  of  Roads  ("the  Turnpike  Period")   Revolu- 
tion to  1812. 

1.  At  first  colonists  remained  near  streams  for  communi- 
cation in  case  of  Indian  troubles.     As  early  as  1639 
Massachusetts  constructed  roads  between  towns  but 
these  were  poor  with  few  bridges. 

2.  After   the   Revolution,    States   encouraged   Turnpike 
Companies  and  sometimes  voted  tax  money  to  help 
build  roads.     The  first  turnpike  went  from  Lancaster 
to  Philadelphia  (1793).      Soon  Pa.,   N.   Y.,   and  the 
New  England  States  had  a  fair  system  but  tolls  made 
freight  rates  high.    "On  the  average  it  cost  about  $10 

178 


for   every    100   miles   to   transport   goods    by    land," 
(Bogart,  p.  187). 

3.  The  Cumberland  Road  was  begun  in   1811    (appro- 
priation made  in  1806)  and  finished  at  Vandalia,  111., 
in  1830,  by  the  United  States. 

4.  Suggested  Problems:      (a)  Why  should  post  roads  have 
been  mentioned  in  the  Constitution?     What  sort  of 
a  mail  system  probably  existed?     (b)  Why  did  the 
farmers  of  Western  Pennsylvania  make  their  grain  into 
whisky  instead  of  shipping  it  abroad?     (See  Whiskey 
Rebellion.)    (c)    Why  was  it  so  difficult  for  American 
troops  to  defend  our  coasts  against  British  raids  in  the 
W^ar  of  1812?     Why  was  it  often  difficult  to  supply 
our  armies  with  food?       (d)  Had  you  been  living  in 
Philadelphia  in  1803,  how  could  you  get  into  our  new 
Louisiana  country  to  locate  a  farm? 

c.    Development   of   River  and   Lake  Traffic     ("The  Canal 
Period")    to  1840. 

1.  Invention     of    the    steamboat    and    its    importance. 
Fulton's  "Clermont"  went  in  1807  from  New  York 
to  Albany  in  32  hours.     In  1815  "The  Enterprise" 
went  from  New  Orleans  to  Cincinnati  in  28  days. 
Before  this  flat  boats  had  taken  cargoes  down  the  river 
and  been  sold  for  timber. 

2.  Rapid  development  of  river  traffic  in  the  West  es- 
pecially.   "By  1856,  there  were  on  the  Mississippi  and 
its  tributaries  more  than  one  thousand  steamboats 
valued  at  $20,000,000."    (Thompson,  p.  246.) 

3.  Canal  building.    Begun  in  Virginia  as  early  as  1787.  By 
1807  only  six  canals.     Erie  canal  completed  in  1825. 
(Clinton.) 

4.  Importance  of  Erie  Canal  (a)  developed  New  York 
City  as  the  gateway;  (b)  increased  demand  for  all  sorts 
of  internal  improvements;    (c)   made  possible  rapid 
settlement  of  the  Lakes  region  (off  the  Miss.  System) ; 
(d)  lowered  freight  rates;      "The  importance  of  cheap 
freight  rates  in  the  development  of  the  West  can  hardly 
be  overestimated.     Before  the  canal   was    built,  the 
charge  for  transporting  a  bushel  of  wheat  from  Buffalo 
to  New  York  was  about  three  dollars.     Immediately 

179 


after  the  completion  of  the  canal,  it  fell  to  less  than 
fifty  cents  and  later  to  only  a  little  more  than  ten  cents. 
Likewise  the  time  required  for  transporting  goods  from 
New  York  to  Buffalo  was  reduced  from  twenty  to 
six  days."  (Thompson,  p.  251.) 

5.  Suggested    Problems:    (a)    What    made    possible    the 
development  of  Chicago?     (b)  What  determined  the 
location  of  Buffalo?  Would  land  in  Michigan  be  more 
valuable  or  less  valuable  after  1825?    Why?    (c)  Why 
did  not  Baltimore  after  it  connected  with  the  Cumber- 
land Road  become  the  gateway  to  America?    (d)  Why 
did  New  Orleans  become  an  important   city  in  the 
early  part  of  the  nineteenth    century?      (Stress    the 
agricultural   resources   of  the   northwest,   the   cotton 
industries  of  the  gulf  states,  transportation  difficulties 
across  the  Appalachians,  the  great  river  system   and 
boats.) 

6.  Project.    Make  drawings  or  a  model  to  show  the  work- 
ing of  a  lock  canal. 

Development  of  the  Railroad  up  to  the  Civil  War. 

1  Experiments  with  a  rail  showed  how  much  it  was  super- 
ior to  the  road.     (Get  pictures  or  make  drawings  to 
show  development  of  the  rail) . 

2  The   first  important  line  in  America  was  the  Balti- 
more and  Ohio  begun  July  4,  1828.     (Get  a  folder  of 
this  line  if  possible.)     The  growth  of  mileage  in  the 
United  States: 

1830....  .23  miles 

1840....  ......2818     " 

1850...  9021     " 

I860....  ...30793     " 

In  1860  there  were  74  miles  of  road  in  California  and 
Oregon.  (How  far  would  this  extend  from  Oakland 
if  it  had  all  been  in  one  line?) 

3  Show  the  development  of  the  locomotive  and  the  sorts 
of  power  used  prior  to  the  steam  engine.     (Bogart 
gives  some  good  pictures). 

4.  (Optional.)    Report  on   the   development   of  the   car, 
especially  for  passengers. 

5.  Suggested  problems,     (a)  Had  you  owned  a  farm  in 

180 


Illinois  in  1832,  would  you  have  voted  for  the  candi- 
date for  President  of  the  United  States  who  favored 
spending  United  States  money  on  roads,  canals,  etc., 
or  not?  Why?  (b)  How  do  you  think  Senator  Clay 
of  Kentucky  voted  on  such  measures?  Senator  Benton 
of  Missouri?  Why?  (c)  How  would  the  Congressman 
from  New  Orleans  district  vote  on  spending  United 
States  money  on  such  projects  as  the  Erie  Canal? 
Why?  (d)  From  a  study  of  a  railroad  map  of  the 
United  States  in  1860,  can  you  explain  why  General 
Grant  was  trying  to  take  Corinth,  Miss?  (Battle  of 
Shiloh.) 

e.    Development  of  the  Transcontinental  Railroads. 

1.  How  large  was  the  United  States  by  1850?    What  led 
so  many  people  to  come  to  the  Pacific  Coast  about  this 
time?     By  what  routes  and  means  could  Easterners 
get  here?     (Locate  the  routes  on  a  map.)     Describe 
wagons,  etc.     Give  accounts  of  hardships,  length  of 
time,  etc. 

2.  In  1860  ten  railroads  reached  the  Mississippi  River 
from  the  Lakes  regions:    Why  did  they  not  come  be- 
yond?   The  longest  system  was  740  miles.  (111.  Central.) 
How  does  this  distance  compare  with  that  from  the 
Mississippi  River  to  California?    Would  there  be  any 
freight  to  gather  along  a  road  to  the  Pacific? 

3.  Government  aid.     It  was  clear  that  somebody  with 
money  was  needed  to  stand  back  of  a  railroad  into  an 
unsettled  country  for  it  would  not  pay  at  first.    Illinois 
had  given  aid  in  1S50  to  the  Illinois  Central.     Other 
States  had  helped  roads  in  their  territory.    Who  could 
help  in  a  road  to  the  Pacific?    Where  should  it  touch 
the  Mississippi  River?    Northern  Congressmen  wanted 
the  road  to  terminate  near  Chicago;    Southern  Con- 
gressmen favored  New  Orleans;    Why?    So  no  action 
except  making  surveys  resulted  until  the  Civil  War. 
At  this  time  efforts  were  made  to  have  California  and 
Oregon  join  the  South:    When  this  failed  a  plan  was 
set  on  foot  to  set  up  a  Pacific  Republic.    What  effect 
would  these  schemes  be  likely  to  have  on  the  railroad? 

181 


What   effect    would   the   departure   of   the   Southern 
Congressmen  have  on  the  location  of  the  railroad? 

4.  Make  a  study  of  the  building  of  the  Central  Pacific  - 
Union  Pacific  line  1862-1869 — a  remarkable  enterprise 
in  its  time. 

5.  When  farmers  along  such  line  shipped  products  they 
had  to  pay  what  the  railroad  demanded  for  thev  had 
no  choice,  i.  e.  the   railroad    had   a   mononly.      (Ex- 
plain this  word).    Why  would  the  railroad  not  charge 
enough  to  put  the  farmers  out  of  business?    Why  would 
it  charge  "all  the  traffic  will  bear"? 

6  If  a  railroad  found  the  people  or  a  town  making  laws 
it  did  not  like,  it  sometimes  charged  thi?  town  higher 
rates  than  a  neighboring  town  further  west.  What 
effect  would  this  have  on  business  of  the  first  town? 
Also  railroads  favored  one  shipper  over  another. 
(Standard  Oil  Company.) 

7.  As  a  result  of  these  abuses — extortion  (No.  5)  and  dis- 
crimination   (No.    6)    farmers   organized   societies   to 
elect   state   legislators.      These   societies   were   called 
"Patrons  of  Husbandry"    or   "Grangers."      In   many 
states  they  elected  a  majority  of  the  state  legislature, 
but  these  new  "farmer  legislators"  knew  little  about 
railroads  and  often  passed  foolish  laws  which  the  rail- 
roads resisted  and  the  courts  declared  to  be  uncon- 
stitutional.    Other  laws  were  disregarded  because  no- 
body was  responsible  for  enforcing  them.     Moreover, 
states  could  do  nothing  with  the  business  that  went 
from  one  state  to  another.    Why?    (See  Const.) 

8.  Finally  after  the  U.  S.  Supreme  Court  had  set  aside 
most   of   the  Illinois   laws,    Senator   Cullom   of   that 
state  introduced  a  bill  in  1887  since  known  as  the  Inter- 
state   Commerce  Act.      It    prohibited    the    railroads 
favoring  certain  customers  and  created  the  Interstate 
Commerce    Commission    to    enforce    the    Act.      This 
commission  has  been  given  more  and  more  power  under 
Presidents  Roosevelt  (1906  Hepburn  Act)  and  Wilson 
(1913  Clayton  Act). 

9.  There  has  been  a  steady  growth  in  railroads  until  in 
1913,  251,948  miles  are  reported,  or  more  than  in  all 

182 


Europe.  Also  there  has  been  a  tendency  for  small 
roads  to  be  absorbed  by  larger  ones  until  9  or  10  groups 
of  capitalists  control  three-fourths  of  this  mileage, 
and  the  struggle  has  been  against  these  powerful 
groups.  New  transcontinental  lines  constituted  much 
of  this  road.  (Name  and  locate  them.) 

10.  In  the  various  states,  Railway  Commissions  have  been 
formed  and  given  more  power.     In    Wisconsin    Gov. 
La   Follette   created   an   effective   commission   about 
1905,  and  in  California,  Gov.  Johnson  obtained  from 
the  people  by   amendment   to  our   constitution   au- 
thority to  make  our  commission  (which  has  existed 
since  1879)     an  effective  body.     Look  up  some  of  its 
powers. 

11.  Make   clear   difference   between   Federal   and   State 
control. 

12.  In  1917,  the  United  States  took  over  railroads  be- 
cause of  need  of  a  single  central  control  during  the 
War.     This  step  will  probably  force  the  people  to 
seriously  consider  U.  S.  ownership.    (Discuss  it.) 

13.  (Optional).       Development    of    electric     interurban 
systems,  (Reports  on  S.  P.  System,  Key  Route;  Cali- 
fornia Traction,   Oakland  Antioch,  etc.) 

14.  (Optional).      Topics  for  report  and  discussion   (re- 
lated to  this). 

a.  The  invention  and  perfection  of  the  telegraph  by  S.  F.  B. 
Morse  1832-8.    First  used  in  1844  between  Baltimore  and 
Washington.    Effect  on  movement  of  trains. 

b.  Development  of  wireless  and  effect  on  transportation. 

c.  Development  of  iron  ships.     Americans  had  surpassed  the 
world  in  wooden  ship  building.     England's  lack  of  timber 
forced  experiments  with  iron.     England  took  lead  in  ship- 
building and  by  1860  surpassed  us.     (Cunard  line,  1838.) 

d.  Effect  of  our  Civil  War  in  destroying  our  ships  and  giving 
carrying  trade  to  other  counties. 

e.  First   ocean   steamers    1838 — Sirius   and   Great   Western. 
Fifteen  days  time.    (Compare  in  size,  convenience  and  time 
with  present  liners). 

f .  Effect  on  steam  navigation  of  invention  of  screw  propeller 

(1836-8)  and  use  of  coal  for  steam  production  (1836). 
183 


g.    The  invention  of  telephone  and  its  assistance  to  communi- 
cation and  transportation. 

h.    Invention  of  postage  stamp   and  improved  mail  service 
with  better  transportation. 

References  (for  the  pupil) :  See  Index  of  state  text  (Mc- 
Master)  and  other  elementary  histories  under  "canals," 
"Erie,"  "Panama,"  "railroads,"  "ships,"  "shipbuilding," 
etc.,  especially  Foster,  Bourne  &  Benton,  Forman, 
Mace  (School  History)  and  Woodburn  and  Moran. 
Tappan,  Eva  M.,  "Travelers  and  Travelling,"  (Easy 
reading;  good.)  Mowry,  Wm.  A.,  "American  Inventions 
and  Inventors,"  (Very  simple,  nothing  .since  1910.) 
Sparks,  Edwin  E.,  "The  Expansion  of  the  American 
People,"  esp.  chaps.  12,  22,  23,  and  30.  (Good.)  Nida, 
Stella  H.  "Panama  and  its  Bridge  of  Water."  McMurry, 
C.  A.,  "Larger  Types  of  American  Geography,"  pp. 
54-93.  (Penn.  R.  R.  and  First  Transcontinental  line.) 
See  encyclopedias  under  names  of  inventors  and  many 
magazine  articles  on  Panama  Canal. 

References  (for  the  teacher):  Thompson,  "History  of  the 
United  States,  Political,  Social,  Industrial,"  (index). 
Bogart,  "Economic  History  of  the  United  States," 
(index).  World  Almanac — Latest  edition  for  late  sta- 
tistics. Sutton:  "Civil  Government  in  California,"  (For 
California  Railroad  Commission  and  its  powers).  John- 
son, "American  Railway  Transportation." 

(Study  VI) :     Development   of  Manufacturing  in   the   United 
States. 

Suggestions  for  Approach. 

1.  What   does   manufacture   really   mean?      (Manu  -  hand; 
facture  from  facere  -  to  make.)    Look  up  in  big  dictionary. 

2.  Make  a  list  of  things  you  are  using  in   school   that   were 
made  in  factories. 

3.  Think  how  much  of  your  clothing  was  made  in  factories. 
Of  that  part  made  at  home,  where  was  the  material  made? 

4.  Who  (in  the  class)  have  worked  or  are  working  part  time  in 
some  factories?    Which  factories? 

5.  How  many  have  relatives  working  in  factories  (in  some  ca- 
pacity). 

184 


Outline  of  Main  Points. 

I.  The  Industrial' Revolution  (in  England.) 

a.  Three  hundred  years  ago,  (about  the  time  Jamestown  was 
settled)  most  families  had  to  themselves  produce  the  raw 
materials  and  manufacture  all  articles  of  food,  clothing, 
etc.,  that  the  members  of  it  used. 

b.  By  a  hundred  years  later  some  men  were  specializing  in 
iron    work — shoeing    horses    and    making    tools    (smith) ; 
others  made  furniture   (joyner);     others  cloth   (weaver); 
others  dyeing  it  (dyer) ;  others  clothing  (tailor) ;  etc.,  (hence 
many  of  our  names  today).    They  spent  most  of  their  time 
on  their  special  line  and  traded  the  surplus  for  food,  drink, 
etc.     As  these  men  prospered,  they  took  in  young  boys 

t  (apprentices)  to  learn  the  trade  and  sometimes  kept  them 
on  pay  after  they  had  learned  it.  All  this  work  was  done 
by  hand  with  simple  tools  like  the  spinning  wheel,  hand 
loom,  tongs,  hammer,  saw,  etc. 

c.  Before  another  hundred  years  had  passed,  great  changes 
occurred   in:   first,    new   machines    capable   of   displacing 
many  men  and  women  were  introduced  for  spinning  and 
weaving;    second,  power  was  applied  to  run  these,  at  first 
animals  or  water  wheels,  but  soon  steam. 

Machine  Inventor  Date  of  Inven. 

Spinning  jenny.... James  Hargreaves....  1764 

Water  frame Richard  Arkwright....  1769 

"Mule"....  ....Samuel  Crompton....  1779 

Power  loom. Edmund  Cartwright 1784 

Definite  improvements  were  made  in  the  steam  engine 
by  James  Watt  in  1766.  In  1785  steam  power  was  "first 
supplied  to  a  silk  mill,  and  to  a  cotton  mill,  (in  1785)  and 
was  adopted  in  Manchester  and  Glasgow,  great  cotton 
centres,  in  the  next  seven  years."  Thompson.  These 
changes  forced  so  many  to  give  up  the  trades  and  work  in 
factories  and  caused  much  great  suffering  that  it  is  known 
as  the  Industrial  Revolution. 

II.  British  Attitude  toward  Colonies  and  its  Effect. 

a.  The  English  merchants  did  not  want  colonials  to  use  these 
new  machines  to  make  goods.  They  wished  the  colonists 
to  buy  from  the  mother  country.  This  is  why  Parliament 

185 


passed  laws  to  stop  colonists  from  exporting  cloth,  hats, 
etc.,  to  any  place  even  England  or  to  another  colony  or 
to  erect  iron  mills,  forges,  furnaces,  etc. 

b.  The  colonial  manufactures  of  textiles  were  mostly  from 
wool  and  flax;  made  generally  at    home  but  sometimes 
finished  by  a  skilled  fuller  or  dyer.     In  metals  after  1750 
only  pig  iron  and  bar  iron  for  shipment  to  England  could 
be  made,  but  blacksmiths  still  made  tools  for  local  use 
as  ordered.     Leather  was  tanned  and  boots  and  shoes  for 
local  use  were  made.     Building  materials — lumber,  brick, 
tiles,  etc.,  were  made  in  the  colonies  as  was  the  cheaper 
furniture.      The    chief    industry    probably    was   grinding 
wheat  and  corn  to  meal,  and  this  determined  the  location 
of  many  cities.    Shipbuilding  and  manufacture  of  necessary 
ship  equipment  was  very  important  in  England. 

c.  The  British  manufacturers   wished  the  colonists  to  produce 
raw  material  they  needed,  so  colonists  were  encouraged  to 
make  pig  and  bar  iron  for  shipment  to  England,  to  raise 
tobacco,  indigo,  flax,  hemp,  barrel  staves,  tar,  rosin,  tur- 
pentine,  etc.        Frequently  the  government  paid  a  sum 
(bounty)  on  each  ton  produced  in  addition  to  what  the 
producer  got  for  his  product  in  the  market. 

III.    The  American  Industrial  Revolution.    (1789-1815). 

a.  England,  in  order  to  prevent  competition,  had  forbidden 
exportation  of  machinery  for  making  cloth. 

b.  Samuel  Slater,   an  English  immigrant  to  U.  S.,  built  in 
1789  (Washington's  inauguration  year)  a  machine  to  make 
cotton  cloth. 

c.  In  1793,  Eli  Whitney  invented  Cotton  Gin.     (Discuss  this 
machine  and  its  effect  on  cotton  production,  slavery,  etc.) 

d.  Water  power  was  plentiful  ("Fall  line"  cities  established). 
Also  plenty  of  iron  ore;  wood  and  coal  for  smelting  it. 

e.  Until  1806,  manufactures  developed  slowly  because  Europe 
was  at  war  and  demanding  food  supplies  from  America  at 
high  prices.    Therefore,  men  farmed  or  engaged  in  shipping 
rather  than  enter  factories. 

f.  From  1806  to  1815,  the  French  and  English  so  disregarded 
neutral  rights  that  our  commerce  was  ruined,  and  there 
was  great  demand  for  manufactured  goods.    The  embargo 

186 


also  stopped  profits  in  shipping  and  capitalists  and  laborers 
hunting  new  industries  developed  factories. 

g.  Effect  of  War  of '1812.  The  government  needed  large 
quantities  of  clothing,  blankets,  tents,  and  leather  goods. 
These  it  could  not  get  from  England,  nor  could  it  deal  with 
a  lot  of  hand  workers.  In  addition,  new  industries  like 
arms  and  ammunition  factories  developed. 

IV.    Development  of  a  Tariff  for  Protection. 

a.  Definitions  and  points  of  view.    "Tariff"  may  be  to  a  charge 
such  as  railroad  makes  for  carrying  passengers,  freight, 
etc. — "railroad  tariff."     In  American    history  the  word 
refers  to  a  tax  put  upon  goods  entering  the  country  from 
outside  its  boundaries.     Those  who  oppose  all  tariff  wish- 
ing goods  to  come  in  without  tax  are  said  to  favor  "free 
trade."     Those  who  wish  the  U.  S.  government  to  put  a 
reasonable  tax  on  articles  like  tea,  coffee,  etc.,  that  are  im- 
ported are  said  to  favor  a  "tariff  for  revenue,"  since  the 
object  of  such  a  tariff  is  to  raise  money  to  pay  salaries,  keep 
up  army  and  navy.       If  goods  are  produced  in  America 
but  at  an  expense  greater  than  the  cost  of  producing  them 
in  another  country,  the  American  producer  may  ask  Con- 
gress that  such  foreign  goods  be  taxed  when  they  enter 
this  country.     The  amount  of  tax  he  would  claim,  should 
at  least  equal  the  difference  gin  the  cost  of  production  in 
the  two  countries  in  order  that  he  might  compete  on  equal 
terms.    (Show  by  figures.) 

b.  The  war  in  Europe  and  the  War  of  1812  had  kept  foreign 
goods  from  competing  with  American  goods  until    1815. 

(Why?) 

c.  The  American  manufacturers  at  the  close  of  the  war  were 
afraid  English  manufacturers  would  undersell  them  and 
asked  for  a  protective  tariff  on  the  ground:  (1)  "that  they 
had   performed   a  public   service   by   building  up   manu- 
factures during  the  war;      (2)   that  the  integrity  of  the 
United  States  as  a  nation  depended  on  its  becoming  in- 
dustrially self-suffiicing;  (3)  that  high  wages  made  it  im- 
possible for  them  to  compete  with  British  manufactures  of 
similar    goods."     Thompson,     p.    157.       See     McMaster 
(State  Text),  pp.  265-266. 

187 


d.    The  further  development  of  protection  will  be  noted  in 
connection  with  the  increase  in  manufactures. 

V.  Growth  and  Position  of  Manufactures — 1815-1880. 

a.  Call  attention  to  the  development  of  transportation  which 
made  possible  the  distribution  of  manufactured  goods  from 
large  manufacturing  centers. 

b.  As  men  specialized  in  manufacturing  lines,  new  machines 
and  tools  were  developed  and  many  patents  were  issued 
for  inventions.     These  were  along  the  line  of  improving 
leather  and  shoe  manufacturing,  tools  made  of  iron  and 
steel,  the    sewing  machine    by    Howe   (1846),  vulcanized 
rubber  by  Charles  Goodyear  (1844),  and  the  rotary  print- 
ing press  by   Richard  Hoe   (1847)   which  made  possible 
larger  newspapers,  magazines  and  an  increased  supply  of 
books. 

c.  Discuss  patents;     their  nature,  reasons  for,  and  by  what 
governmental  authorities  issued.     (See  Constitution,  look 
up  "patent  office"  in  civics  texts.) 

d.  The  leading  manufacturing  industries  were  cotton,  which 
increased  from   90,000  spindles   in   1810  to   5,250,000  in 
1860;    woolens;    iron    and    iron    products.      (What    effect 
would  the  demand  for  iron  rails  have  on  the  development 
of  this  industry?) 

e.  The  growth  of  the  large  factory.     There  was  a   tendency 
during  the  whole  period  for  large  factories  to  develop  in 
place  of  more  numerous  small  ones,  partly  because  of  the 
expense  of  machines  and  the  favorable  advantages  of  power 
or  fuel  for  raw  materials  at   certain    centers.      Secondly, 
there  was  a  great  division  of  labor  with  specialization  of 
workers  on  one  particular  job.     Thirdly,  the  old  owner 
was  replaced  by  a  boss  or  overseer.    Fourthly,  as  a  heavy 
job  was  sub-divided,  women  and  children  were  employed 
for  the  lighter  work.    Fifthly,  as  these  big  systems  grew  in 
size  and  the  owners  did  not  give  the  personal  attention, 
the  gulf  between  employer  and  employee  widened.     (Help- 
ing to  make  for  strikes,  etc.) 

VI.  The  Effect  of  Manufactures  on  the  Civil  War. 

a.    In  1860  the  leading  manufactures  in  order  of  importance 
were:    (1)  flour  and  milling;  (2)  cotton  goods;  (3)  lumber; 

188 


(4)  boots  and  shoes;  (5)  leather;  (6)  ready-made  clothing: 
(7)  woolen  goods;  (8)  machinery. 

b.  The  South  had  been  primarily  an  agricultural  region  with 
slave  la*bor  and  so  about  5-6  of  the  manufacturing  was  in 
the  Northern  section. 

c.  The  needs  of  armies  could  therefore  be  more  readily  satis- 
fied in  the  North.     (Upon  which  of  the  above  industries 
would  armies  draw  the  most  heavily?    Discuss.) 

d.  The  iron  industries  that  were  in  the  South  were  in  Tennes- 
see, Louisiana,  and  Virginia.     Nearly  all  soon  came  into 
Federal  hands.     The  Alabama  fields  were  scarcely  known 
at  that  date. 

VII.    The  Effect  of  the  War  upon  Northern  Manufactures. 

a.  The   government  at  once  made  heavy  demands  for  arms, 
ammunition,  cloth  for  uniforms,  boots  and  shoes,  saddles 
for  the  cavalry  and  the  like.    These  industries  were  taxed 
to  the  utmost. 

b.  It  was  impossible  to  deal  with  many  small  producers  and 
therefore  large  establishment   developed    and   contractors 
brought  together  the  output  of  numerous  small  factories. 

c.  Many  industries  were  standardized.    For  example,  the  de- 
mands for  uniforms  in  quantities  brought  about  the  manu- 
facture of  standard  sizes  and  laid  the  foundation  for  the 
present  ready-made  clothing  industry.      (In   1910,   men's 
clothing  stood  eighth  among  our  industries  in  value  of  out- 
put in  spite  of  expansion  of  steel  and  textile  industries.) 

d.  Standardization  made  possible  greater  use  of  machines, 
larger   factories,  more   minute   division  of  labor   and  the 
greater  employment  of  women  and  children. 

e.  In  the  South  manufactures  increased  to  some  extent,  but 
the  necessary  machinery  and  skilled  labor  for  the  great 
development  were  lacking. 

f.  With  the  close  of  the  war,  railroad  iron  was  turned  out  in 
place  of  cannon,  ready-made  clothing  instead  of  uniforms, 
and  boot  and  shoe  factories  had  come  to  stay.     The  old 
hand  methods  were  displaced  and  by  1880  both  in  output 
value  and  amount  of  capital  invested,  American  manu- 
factures had  doubled,   although  the  population  had  in- 
creased less  than  60%. 

189 


g.  Tariffs  had  been  raised  during  the  war  both  to  get  more 
money  and  to  keep  foreign  manufacturers  from  under- 
selling American  goods  which  were  paying  heavy  excise 
taxes.  After  the  war,  manufacturers  urged  keeping  high 
tariffs  to  protect  them. 

VIII.  The  Business  Age— 1880-1910.  "Many  important  fact- 
ors have  contributed  to  the  rapid  growth  of  American  manufactures, 
chief  of  which  is  the  abundance  of  natural  resources.  Iron  ore, 
timber,  grain,  and  cotton  supply  the  material  for  innumerable 
manufactures,  while  the  supply  of  energy  in  the  form  of 
water  power,  petroleum,  and  coal  seems  inexhaustible.  A  second 
factor,  and  one  likely  to  be  overlooked,  is  the  enterprise  and  daring 
of  the  American  manufacturer.  He  is  tireless,  demands  the  latest 
and  best  machinery,  and  loses  no  opportunity  to  increase  the  quan- 
tity and  improve  the  quality  of  his  product.  No  other  nation  excels 
the  United  States  in  this  respect.  The  inventive'  genius  and  energy 
of  the  people  of  all  classes  have  likewise  added  to  the  industrial 
success  of  the  country.  A  third  factor  has  been  the  development 
and  extension  of  transportation  facilities.  No  nation  made  up  of 
isolated  sections  can  hope  to  succeed  in  manufactures  on  a  large 
scale,  for  a  proper  territorial  division  of  labor  would  be  impossible." 
(Thompson,  p.  387.) 

a.  Our  leading  industries  (1909)  in  order  of  value  of  output 
were : 

1.  Slaughtering  and  meat  packing.     (This  was  second  in 
1880,  first  in  1890.  second  again  in  1900.) 

2.  Foundry  and  machine  shop  products  (held  first  place 
in  1900). 

3.  Lumber  and  timber  products. 

4.  Iron  and  steel. 

5.  Flour  and  grist  milling.     (This  was  the  leading  in- 
dustry in  1880.) 

6.  Printing  and  publishing. 

7.  Cotton  goods. 

8.  Men's   clothing. 

9.  Boots  and  shoes. 
10.    Woolen  goods. 

"Since  the  Thirteenth  Census  (1910)  the  automobile 
and  the  motion  picture  industries  have  grown  rapidly, 

190 


and  they  are  likely  to  become  increasingly  important." 
(Thompson,  p.  388.) 

There  were  in  all  48  industries  with  output  valued 
at  $100,000,000  or  more. 

b.  Our  leading  manufacturing  states  in  value  of  products  in 
order:  New  York,  Pennsylvania,  Illinois,  Massachusetts, 
Ohio,  New  Jersey,  (all  over  $1,000,000,000),  Michigan, 
Wisconsin,  Indiana,  Missouri,  California,  Connecticut  (all 
over  $500,000,000). 

IX.    The  tariff  during  the  l 'Business  Age." 

a.  With  very  slight  changes,  the  war  tariffs  remained  until 
1884. 

b.  In   1884   the   Democrats   (with   Cleveland   as   candidate) 
pledged  themselves  to  lower  the  tariff;  the  Republicans 
opposed  this.     Mr.  Cleveland  was  elected  and  sent  three 
messages  to  Congress  urging  a  lower  tariff.     Such  a  bill 
passed    the    House    but  was     defeated   in     the     Senate 
(where  the  Republicans  had  a  majority).     In   1888  the 
Republicans  nominated  Mr.  Harrison  and  elected  him  by 
getting  the  New  York  vote. 

c.  During  Harrison's  administration  a  new  tariff  law  was 
passed   (McKinley  Act)   giving  high  protection  to  manu- 
factures and  adding  tin  plate  to  the  list.    (Also  gave  boun- 
ties on  sugar). 

d.  The  advance  in  prices  without  a  similar  advance  in  wages 
led  to  the  election  of  Mr.  Cleveland  again  with  Democrats 
in  control  of  both  House  and  Senate.    The  Wilson  Tariff 
bill  did  not  suit  President  Cleveland  and  he  refused  to  sign, 
but  it  became  law  anyway.    (Why?)    About  the  same  time 
came  a  business  panic,   hard  times  and  strikes  and  the 
people    returned    the    Republicans    to    office    (McKinley 
1896).     A  new  high  protective  tariff  was  passed  (Dingley 
Act    1897)    which   pleased   manufacturers.     The   country 
was  prosperous  and  the  Republicans  claimed  their  tariff 
caused  this  prosperity,  but  by  1908  arguments  for  a  lower 
tariff  were  so  great  that  even  Republicans  (Taft)  promised 
revision.    The  law  Taft  signed  did  not  suit  the  people  and 
in  1912  he  was  turned  down  in  favor  of  Mr.  Wilson  and  the 
Democrats. 

e.  The    Democrats'   tariff    bill    (Underwood-Simmons    Act) 

191 


was  just  becoming  effective  when  the  Great  War  cut  off 
most  of  our  trade  and  we  cannot  tell  how  it  would  have 
worked  had  there  been  no  war. 

f.  In  tariff  bills  each  Congressman  wants  the  goods  from  his 
district  or  state  protected  so  that  they  will  sell  for  high 
prices  but  often  wants  little  tariff  on  other  sections'  goods. 
Therefore  tariff  bills  have  often  been  a  combination  of 
trades.  This  has  led  to  a  demand  for  a  non-partisan  board 
to  study  the  question  and  advise  Congress.  Taft  appointed 
such  a  board  but  it  was  discontinued  in  1913  and  a  new 
one  created  in  1917.  It  may  succeed  if  Congress  will  take 
its  advice. 

References  (for  the  pupil):  McMaster,  "Brief  History" 
(State  Text),  index  "Manufactures,"  "tariff."  Other 
Elementary  Histories,  expecially  Bassett,  Forman, 
Foster,  Gordy,  Mace,  Thwaites  and  Kendall,  Woodburn 
and  Moran,  and  Blaich,  especially  Chap.  20. 
References  (for  the  teacher):  Thompson,  "History  of  the 
United  States,"  Political,  Social  and  Industrial.  (Best 
reference.)  Bogart,  "Economic  History  of  the  United 
States,"  (Good,  but  not  up-to-date).  Bassett,  "Short 
History  of  the  United  States."  Crosscup:  "Synchronic 
Chart  of  United  States  History,"  Chap.  VIII.,  Tariff 
(excellent  outline),  also  chart,  p.  86.  U.  S.  Census: 
Abstract;  Statistical  Atlas. 

(Study  VII) :  The  Trust  Problem. 

I.  Effect  of  Machines  on  Workers.    In  the  old  days  a  man  made 
a  complete  shoe,  changing  from  one  tool  to  another.     Today  as 
many  as  130  persons  may  work  on  a  single  shoe,  for  each  does  a 
small  part  of  the  work  with  the  aid  of  a  machine  which  must  be 
kept  busy  all  the  time.     This  has  made  possible  putting  the  best 
workers  on  the  most  important  tasks  and  finding  simple  tasks 
for  the  unskilled.    It  has  also  made  possible  many  places  in  factories 
that  can  be  filled  by  women  and  children.    So  while  our  population 
is  about  three  times  what  it  was  in  1860,  our  workers  in  manu- 
factures are  about  six  times  as  numerous  as  in  1860. 

II.  Growth  of  Corporate  Form  of  Ownership.    Moreover  in  the 
old  days  most  workers  owned  their  tools  or  machines  just  as  the 
carpenter  does  today  but  as  expensive  machines  were  invented, 
single  individuals  could  not  afford  them  and  partnerships  were 

192 


formed.  As  industries  grew  these  gave  way  to  the  corporation. 
(Study  these  forms).  To  size  of  a  corporation  there  seems  to  be  no 
limit. 

Ownership  of  Manufactures,  1910. 

Wage-earners  Value  of  Product 

Average      Per  Cent    Average    Per  Cent 

Character  of  Ownership     Number      of  Total        Value        of  Total 
Individual....  6  12.2        $14,523  9.9 

Partnership  (firm)....  15  12.0          40,249  10.6 

Corporation....  72  75.6        235,121  79.0 

III.  Competition.    Explain: 

1.  Meaning  by:   (a)    100  yard  dash,   (b)   basket  ball  game 
between    two    schools;    (c)    several    grocers,    milkmen,  or 
vegetable  stores. 

2.  Business  competition  in  form  of:   (a)   courtesy  and  im- 
proved service;  (b)  price  cutting.     If  A  undersells  B,  B 
must  cut;  A  again  cuts.    This  leads  to  substitution,  adult- 
eration, and  bankruptcy. 

IV.  Nature  of  the  Corporation  and  Its  Influence.  Form  a  stock 
company  in  the  class.    Elect  directors  and  a  manager.    Stockholders 
will  be  interested  in  profits.    Manager  must  get  profits,  therefore, 
he  desires  to  eliminate  competition.    Form  two  or  three  companies 
with   names.     Let  managers  get  together  and   agree  on  prices. 
Discuss  effect.     If  agreement  is  kept  we  have  monopoly;  if  one 
breaks  it  all  evil  effects  of  competition  return.      The  "pool"  is  a 
result  of  such  agreement. 

V.  Monopoly  implies  a  substantial  unity  of  control  generally 
for  purpose  of  fixing  price : 

Show  that  monopoly  is  not  a  synonym  for  "corporation" 
or  "trust."  If  a  man  invents  something  and  is  granted  a 
patent,  he  has  a  monopoly. 

VI.  The  "Trust  Agreement"  (the  early  trust).     "In  1882  the 
Standard  Oil  Company,  under  the  leadership  of  John  D.  Rockefeller, 
organized  the  first  American  trust.    The  plan  of  organization  was 
simple  but  effective.   Owners  of  competing  oil  companies  deposited 
their  stocks  with  nine  trustees,  receiving  in  return  trust  certifi- 
cates, hence  the  name  trust.    (In  1870,  the  Standard  Oil  Company 
was  one  of  two  hundred  and  fifty  oil  refineries,  and  produced  only 

193 


four  per  cent  of  the  total  output.  Seven  years  later,  however, 
Uncontrolled  95  per  cent  of  the  oil  refined  in  the  United  States. 
The  strong  opposition  of  other  producers  led  to  the  fusion  of  some 
forty  companies  as  described  above.)  According  to  the  agreement, 
the  trustees  managed  the  affairs  of  the  combining  companies  in 
such  a  manner  as  to  eliminate  competition  among  themselves  and 
to  destroy  the  business  of  companies  not  in  the  combination.  From 
the  start,  the  new  organization  earned  excessive  profits  for  its 
members.  This  success  led  to  the  establishment  of  similar  combina- 
tions in  other  fields."  (Thompson,  p.  398.) 

Let  the  managers  now  select  trustees  (say  5)  and  let  each  pupil 
stockholder  turn  over  his  stock  to  the  trustees  taking  a  receipt. 
Now  hold  an  election  in  each  corporation  and  let  class  note  result. 

VII.  The  Sherman  Anti-Trust  Law  of  1890  begins  with  this 
sentence:     "Every  contract,  combination  in  the  form  of  trust  or 
otherwise,  or  conspiracy,  in  restraint  of  trade  or  commerce  among 
the  several  states,  or  with  foreign  nations,  is  hereby  declared  to 
be  illegal:"    "Materials  for  the  Study  of  Elementary  Economics," 
Marshall  Wright  Fields,  p.  338.    In  this  year  the  Sugar  Trust  was 
broken  up  and  in  1892  the  Standard  Oil   Trust  was  ordered  dis- 
solved by  the  Court. 

VIII.  The  "Giant  Corporation,"  (the  later  "trust"),  a  holding 
corporation  or  "corporation  of  corporations."    In  this  type  a  new 
corporation  is  formed.    (Organize  one.)    It  buys  the  control  (51%) 
of  the  stock  of  corporations  it  wishes  to  control.    (Now  hold  elec- 
tions in  the  former  competing  companies.)     The  largest  business 
of  this  sort  is  the  United  States  Steel  Co.    (Steel  Trust.) 

IX.  Advantages  of  these   "Giant  Corporations."      In  making 
goods  in  large  quantities  many  things  can  be  done  which  are  im- 
possible for  small  manufacturers.     Among  these  are  (a)  making 
expensive  experiments  in  attempt  to  improve  product,  (b)  buying 
raw  products  at  lowest  prices  because  of  quantity,   (c)  dividing 
up  the  work  among  so  many  employees  makes  it  possible  to  use 
unskilled  labor  in  many  jobs,  (d)  fewer  salesmen  and  less  adver- 
tising required,    (e)    by-products   can  be  profitably   used.      (For 
example  a  country  butcher  has  much  waste  but  the  great  meat 
packers  claim  to  use  all  the  pig  but  the  "squeal."),   (f)  the  big 
company  can  compete  in  foreign  markets. 

X.  Objections  to  the  trusts  are:     (a)  they  become  monopolies 
and  charge  what  they  please  (regardless  of  cost);     (b)  they  take 

194 


unfair  advantages  (by  getting  railroad  rates,  etc.)  to  prevent  com- 
petition or  crush  competitors;  (c)  they  have  been  accused  of  using 
their  wealth  and  power  to  corrupt  public  officials  and  influence 
elections. 

XI.  Trust  Policies:  (a)  Let  alone  policy  (laissez  faire)  favored 
by  trusts  and  individualists  (on  theoretical  grounds),  (b)  Public 
regulations  by  legislative  and  judicial  action,  enforcing  publicity, 
etc.    Generally  tried  but  only  moderately  successful.    Some  good 
done  by  Interstate  Commerce  Commission.    (Explain  it.)    Similar 
commission  for  all  big  business  has  been  advocated;    (c)  Govern- 
mental ownership,   especially  of  all  monopolistic   business, — the 
Socialistic   viewpoint   rapidly   gaining   adherents   because   of   its 
success  in  war  time. 

XII.  Effect  of  Tariff  on  Trusts.     No  casual  relationship  really 
proven.      Mr.    Havemeyer,   head   of   the    Sugar     Trust,   frankly 
stated,  however,  in  1899,  that  in  his  opinion  the  American  trust 
owed  much  to  the  tariff.    "The  mother  of  all  trusts  is  the  customs 
tariff  bill.  .  .  .    There  probably  is  not  an  industry  that  requires  a 
protection  of  more  than  10  per  cent  ad  valorem,  and  it  is  to  obtain 
what  is  provided  over  such  percentage  in  the  tariff  that  leads  to 
the  formation  of  what  are  commonly  spoken  of  as  "trusts."   What- 
ever the  merits  of  the  controversy  may  be,  it  cannot  be  denied  that 
the  trusts  have  had  notable  successes  in  protected  industries." 
(Thompson,  p.  402.) 

Illustrate  this  by  supposing  candymakers  in  Oakland  could 
get  a  duty  on  candy  from  San  Francisco,  Berkeley,  Alameda,  etc., 
and  then  forming  a  combine  to  raise  prices  (or  some  similar  ex- 
ample.) 

References  (for  the  pupil) :  McMaster,  Brief  History 
(State  Text)  Index  "Antitrust  Law,"  "Corporations." 
Other  Elementary  Histories,  esp.  Bourne  &  Benton, 
Thwaites  and  Kendal,  Redway,  Foster,  Forman  and 
Hart.  Hughes,  R.  O.,  "Community  Civics,"  Chap. 
XXIII.  (Good.) 

References  (for  the  teacher) :  Thompson,  "History  of  the 
United  States,"  pp.  397-402.  (Good.)  Ashley,  "New 
Civics,"  pp.  305-314.  (Good.) 

(Study  VIII) :    Capital,  Labor  and  Management. 
A.    Suggestions  for  Approach. 

1.    Let   the  preceding  studies   suggest   the   consideration   of 

195 


these  topics.     For  example,  a  consideration  of  the  trust 
problem  involves  the  management  of  big  corporations. 

2.  Discuss  someone  who  has  just  landed  in  this  country  all 
alone,  who  has  strength  and  energy  only  and  is  willing  to 
devote  them  to  any  good  cause  which  will  guarantee  him 
a  respectable  living.    (Labor.) 

3.  Discuss  abstaining  from  some  of  the  enjoyments  we  might 
have  in  order  to  save  our  money  and  invest  it  in  Wai- 
Savings    Stamps    and    Thrift    Stamps.      Suppose    a  man 
should  in  time  of  peace  so  abstain  from  enjoyments  he 
might  have  in  order  to  save  his  money  and  invest  it  in 
factories   or  machines,   should  he  have   a  return   on   his 
investment?     (Interest  on  capital.) 

B.  Essential  Definitions. 

1 .  Labor  (or  work)  in  the  economic  sense  means  man's  strength 
and  energy  applied  to  the  materials  furnished  by  nature 
with  a  view  of  producing  something  that  will  satisfy  human 
wants. 

2.  Capital,  in  the  economic  sense,  means  those  tools,  machines, 
buildings,  and  other  things  which  have  resulted  from  the 
energy  man  has  expended  in  creating  something  more  than 
what  he  needed  and  used  for  immediate  enjoyments;  things 
which  help  him  in  satisfying  more  quickly  his  necessary 
wants,  and  in  satisfying  wants  that  had  not  been  satisfied 
before. 

3.  Business   Management  implies  the   ability   to   direct   the 
forces   of  capital  and  labor  in  such  a  way  as  to  produce 
things  for  which  a  need  is  felt  to  the  best  advantage  and  to 
market  them. 

C.  Labor  and  its  Problems. 

1.  Discuss  the  enforced  labor  of  war  prisoners  in  Europe  and 
of  Belgians  in  Germany.    (Why  do  we  think  this  not  right?) 

2.  Slave  labor  versus  free  labor.    In  the  former,  the  gain  of  a 
worker  from  his  work  belongs  to  his  owner.     Free  labor 
means  strength  and  energy  used  as  the  'laborer  thinks  to 
his  best  advantage.     The  slave,  therefore,  was  merely  a 
work  machine  belonging  to  an  owner.    Free  labor  may  be 
employed  either  in  working  for.  one's  self  or  working  for  an 
employer. 

196 


:'..  In  the  early  development  of  our  country,  most  men  worked 
for  themselves  and  the  members  of  their  immediate  fam- 
ilies. Mr.  Lincoln's  career  furnishes  an  example.  (Study 
also  U.  S.  Lessons  in  Community  and  National  Life,  Oct. 
1917,  Lesson  B2— "The  Varied  Occupations  of  a  Colonial 
Farm."  Very  good.) 

4.  Working  for  an  employer.  Discuss  the  inability  of  a  boy 
leaving  school  to  work  for  himself  in  the  sense  of  producing 
all  of  his  own  food  and  clothing  and  shelter.     In  order  to 
get  others  to  furnish  him  some  of  these  things,  he  must 
render  services  to  other  people;  so,  he  gets  a  job,  i.  e.,  he 
sells  his  labor.     With  the  money  he  gets,  he  buys  what 
others  produce. 

5.  Divisions  of  labor  and  specialization.     Before  our  Civil 
War  many  persons  went  regularly  to  a  shoemaker.     One 
man  measured  the  customer's  feet,  cut  the  leather,  made 
and  fitted  the  shoes,  just  as  today  many  men  and  women 
go  to  tailors  and  dressmakers. 

6.  Organizations    of    Managers.      In  large  corporations    the 
stockholders  (the  real  owners)  frequently  are  not  the  actual 
managers.    In  this  case,  the  manager  is, himself  an  employee 
selected  in  the  belief  that  he  can  deliver  profits  and  often 
made  to  feel  that  his  position  depends  upon  his  success  in 
this  respect,  thus  the  real  owner  of  the  capital  employed 
does  not  know  anything  about  the  employees  who  are  using 
this  capital  in  producing  goods  for  our  needs.    These  em- 
ployers form  organizations  for  their  own  advantage.     Sug- 
gested Topics:     Should  such  organizations  consider:  (a) 
Improvements  in  machinery?  (b)  In  systems  of  bookkeep- 
ing?   (c)  In  systems  of  stock  records?    (d)  In  advertising? 
(e)  In  salesmen?   (f)  In  improving  the  quality  of  the  goods? 
(g)  Providing  opportunities  for  their  employees  to  better 
their  conditions? 

7.  Industrial  war,  or  strife  between  organized  employers  and 
organized  employees.    It  is  seen  that  both  groups  are  neces- 
sary in  the  production  of  goods.     One  or  both  frequently 
overlooks  the  fact  that  they  are  producing  goods  for  the 
general  public  and  rendering  a  service  to  the  general  pub- 
lic; consequently,  in  trying  to  gain  its  own  end  the  pub- 
lic is  disregarded.    In  the  case  of  strife  between  the  Shredded 
Wheat  management  and  its  employees  those  persons  who 

197 


do  not  use  the  product  would  not  feel  any  concern  for  those 
who  do  use  it;  the  supply  already  on  the  shelves  of  the  stores 
would  probably  outlast  a  strike;  if  not,  a  substitute  could 
be  used.  In  this  case,  we  might  wait  until  one  side  or  the 
other  might  be  conquered;  the  public  would  not  be  greatly 
concerned  if  its  peace  were  not  disturbed  by  rioting  and 
destruction  of  property.  In  the  case  of  interruption  of 
the  street  car  traffic  or  the  traffic  across  the  Bay,  thousands 
of  innocent  persons  would  at  once  be  inconvenienced 
and  perhaps  deprived  of  the  possibility  of  earning  their 
living.  Such  cases  as  these  emphasize  the  fact  that  after 
all,  the  public,  as  a  third  party  should  have  some  say  in 
the  settlement  of  industrial  disputes.  The  problem 
arises  in  how  the  public  is  to  exercise  its  rights  and  yet  do 
no  injustice  to  the  worker  or  the  employer. 

D.    Capital  and  its  Control. 

1.  In  a  savage  state  man's  endeavors  are  directed  to  acquiring 
what   is    necessary   to   satisfy   such   immediate   needs    as 
hunger,  thirst,  shelter,  etc.     If,   after  the  satisfaction  of 
these  immediate  wants  he  ceases  to  work,  there  is  no  op- 
portunity for  the  formation  of  capital.    If  he  devoted  extra 
time  to  making  a  stone  hatchet  or  a  spear  with  which  he 
can  better  satisfy  his  immediate  needs  the  next  day,  these 
tools  represent  capital.     At  the  present  time  one  might 
think  of  each  man  spending  for  food  and  drink,  clothing, 
amusements  and  the  like,  his  entire  time  or  his  entire  in- 
come.   But  a  vast  quantity  of  machinery  is  required  every 
year  to  carry  on  modern  industry.     The  men  who  make 
this  machinery  are  making  what  is  real  capital  and  their 
food,  clothing,  etc.,  must  be  supplied  by  other  persons  who 
produce  more  of  these  things  than  they  need.     Therefore 
the  farmer  who  produces  above  his  own  needs  contributes 
indirectly  to  capital  formation.    The  duty  of  capital  forma- 
tion in  the  nation  should  fall  upon  everyone  and  each  person 
should  therefore  make  such  savings  as  he  can. 

2.  The  Functions  of  the  Savings  Bank.    Since  most  individuals 
savings  will  be  in  the  form  of  money  and  in  most  cases  will 
be  not  in  large  sums  at  any  one  time,  to  assist  in  capital 
formation,  banks  have  been  created  where  the  savings  of 
a  large  number  are  brought  together  in  usable  sums.    These 
are  borrowed  by  skilled  managers  who  know  how  to  bring 

198 


about  the  most  necessary  forms  of  capital.  Then-fore,  the 
capital  really  belongs  to  the  original  savers.  The  chief 
possibility  of  injustice  lies  in  the  mismanagement  of  capital 
by  those  in  control  of  the  money  saved  and  the  capital  result- 
ing from  it.  Individuals  or  groups  of  individuals  may 
charge  exorbitant  interest  rates  or  may  discriminate  against 
one  borrower  in  favor  of  another.  The  chief  remedy  for 
this  seems  to  be  governmental  control  of  such  institutions 
as  banks  and  governmental  responsibility  for  deciding  who 
may  borrow.  The  United  States  government  has  taken 
action  in  this  direction  in  two  ways :  first,  the  Federal  Re- 
serve System  for  the  control  of  the  money  in  the  country; 
and  second  the  Farm  Bank  System  for  regulating  loans  to 
f armors.  (Find  out  something  about  the  Federal  Reserve 
Bank  in  San  Francisco  and  the  Farm  Loan  Bank  in  Berke- 
ley.) 

3.  Have  reports  on  Savings  and  Tariff. 

4.  Reckless  use  of  capital,  (a)  in  land  speculation  brought  on 
panic  in  Van  Buren's  administration,  (b)  in  railroad  de- 
velopment brought  on  panic  in  Grant's  time.     These  led 
to  labor  troubles  because  men  were  thrown  out  of  work, 
had  wages  cut  in  some  cases.     Many  of  our  panics  have 
been  complicated    by  improper  handling  of  banking  and 
money  also. 

References:  Leavitt  and  Brown,  "Elementary  Social 
Science,"  especially  Chaps.  Ill,  (Labor);  IV,  (Capital); 
V,  (Management);  VI,  (Modern  Business  of  Production 
and  Distribution).  This  book  is  elementary  and  fairly 
good.  Hay  ward,  W.  R.,  "Money,  What  It  Is  and  How 
to  use  it,"  esp.,  Chap.  V,  ("How  Money  Grows"). 
Very  good  elementary  treatise.  Pritchard  and  Turking- 
ton,  "Stories  of  Thrift  for  Young  Americans."  (Simple 
stories  in  popular  form.)  McMaster  (State  Text)  Index 
under  "labor,"  "panics,"  "strikes."  Also  other  elemen- 
tary histories,  under  same  topics,  especially  Bourne 
and  Benton,  Gordy,  and  Mace  (School  History.)  (Ail 
Good.) 

For  the  Teacher.  Any  of  the  High  School  or  College 
treatises  on  Economics.  Adams,  "Description  of  In- 
dustry," esp.  Chap.  I  on  "Work,"  Chap  IV  (Factors  of 
Production);  Chap.  V,  (Machinery  and  Industry); 

199 


Chap.   VII    (Control   in   Industry).        Bassett,    "Short 
History  of  the  American  People."  Index. 

Suggested  Problems,  (from  Leavitt  and  Brown). 

1.  Select  some  store,  manufacturing  establishment,  or  farm, 
about  which  you  think  you  can  get  information. 

Learn  what  you  can  about  the  amount  of  capital  employed 
in  land  buildings,  and  ready  money  for  running  expenses. 
Estimate   the   amount    of   income   the   owner   would   re- 
ceive if  he  could  convert  his  establishment  into  .cash  and 
invest  the  money  at  6  per  cent. 

2.  Make  a  list  of  the  opportunities  for  employment  afforded 
the  young  people  of  your  community  by   (a)   the  farm. 
(b)  The  factory,     (c)  The  railroads,     (d)  The  department 
store. 

Work  out  for  any  one  occupation  a  line  of  advancement 
which  a  young  employee  may  reasonably  hope  to  follow. 

NOTE  :  This  concludes  the  8A  Outlines. 


200 


Report  of  the  Committee  on  Social  Studies  in  the  High  Schools  of 

Oakland. 

This  committee  was  appointed  by  the  Executive  Board  of  the  High 
School  Teachers'  Club  of  Oakland,  September  13,  1917.  Its  function 
was  to  investigate  the  course  in  Social  Studies  and  to  offer  recommenda- 
tions for  its  readjustment  and  organization.  This  was  no  small  task, 
because  it  really  involved  a  study  of  the  whole  educational  movement 
of  to-day.  This  committee  has  constantly  kept  in  mind  the  immediate 
needs  of  the  present  and  the  possible  necessities  of  the  future.  We  have 
not  had  time  to  go  into  many  phases  of  the  subject,  but  we  are  pre- 
pared to  offer  certain  recommendations  which  look  toward  the  future 
and  which  may  serve  as  a  starting  point,  and  possibly  as  a  basis,  for 
the  readjustment  and  evolution  of  our  course  in  Social  Studies. 

That  we  might  secure  a  basis  for  our  report,  we  have: 

1.  Made  a  survey  of  the  course  in  Social  Studies  in  Oakland 
to  ascertain  what  is  actually  being  done. 

2.  Made  a  survey  of  the  course  in  Social  Studies  offered  in 
leading  California  high  schools  and  several  eastern  high 
schools. 

3.  Made  a  careful  review  of  the  recently  published  reports 
dealing  with  the  reorganization  of  the  course  in  Social 
Studies;     particularly,  the  report  of  the  "Committee  of 
21,"  commonly  called  the  N.  E.  A.  Committee,  and  the 
report  of  the  Nebraska  Committee  on  the  course  of  study 
in  history  in  that  state. 

4.  Made  a  careful  study  of  the  intermediate  school  problem 
with  especial  reference  to  the  course  in  Social  Studies  that 
is  offered  in  the  7th,  8th,  and  9th  years. 

5.  Conferred    with    various    school    authorities    as    to    the 
larger  and  broader  aspect  of  the  course  in  Social  Studies 
in  its  relation  to  other  courses. 

6.  Conferred  on  three  or  more  occasions  with  the  entire  history 
teaching  force  of  the  Oakland  high  schools,  that  we  might 
obtain  the  constructive  ideas  and  ideals  of  the  entire  De- 
partment of  Social  Studies. 

The  committee  has  been  deeply  impressed  by  the  situation  in  which 
the  American  nation  and  the  world  finds  itself  to-day.  We  believe 
that  our  course  in  Social  Studies  must  be  adjusted  to  the  newer  edu- 
cational conceptions  and  the  present  day  social  demands. 

201 


The  Social  Studies  (as  other  studies)  must  justify  themselves.  The 
Department  of  Social  Studies  accepts  the  challenge.  It  needs  no  argu- 
ment to  prove  that  there  should  be  a  higher  standard  of  American 
citizenship  throughout  the  land.  We  are  willing  to  measure  every  sub- 
ject offered  in  our  department  by  that  demand.  We  believe  that 
systematic  effort,  through  the  medium  of  the  courses  in  Social  Studies, 
among  the  1,500,000  pupils  in  our  high  schools,  can  do  much  towards 
developing  in  them  a  consciousness  of  social  responsibility.  In  fact  the 
direct  objective  of  all  our  courses  should  be  to  develop  a  socially  con- 
scious citizenry. 

In  shaping  the  course,  the  committee  has  constantly  kept  in  mind : 

1.  The  pupil  in  his  immediate  relation  to  society  and  his  po- 
tential relation  as  a  future  voter.    To  elaborate :  The  entire 
field  of  history  should  be  socialized.    All  our  courses  should 
be  taught  from  the  social  point  of  view.    The  outlining  of 
the  course,  the  subject  matter  within  the  course  and  the 
method  of  instruction,  should  be  adapted  to  "the  pupil's 
immediate  needs  of  social  growth." 

2.  The  variability  of  the  fundamental  interest  of  the  pupil. 
Too  often  we  lose  sight  of  the  human  element  involved. 
We  try  to  fit  the  pupil  to  the  course,  rather  than  the  course 
to  the  pupil.     To  obtain   the  greatest  results,   measured 
in  terms  of  the  pupil's  development,  we  must  find  a  point 
of  contact.    This  means  that  there  must  be  the  most  care- 
ful selection  and  adaptation  of  material,  and  the  closest 
study  possible  of  the  individual  needs  and  capacity  of  the 
pupil. 

3.  The  necessity  for  flexibility  or  variability,  that  the  course 
as  a  whole,  or  the  various  courses,  may  be  adapted — not 
alone  to  the  needs  of  the  individual,  but  as  well  to  groups 
of    individuals.      For    instance,    the    college    preparatory 
group  may  have  different  needs  than  the  commercial  group. 
All  groups  must  be  considered,  all  groups  must  be  provided 
for. 

To  summarize:  This  committee  suggests  certain  significant  changes 
in  the  course  in  Social  Studies  in  the  Oakland  high  schools,  briefly 
these  are: 

1.    Current  history  should  be  an  integral  part  of  each  subject 
offered  in  the  course. 

The  committee  accepts  the  axiom  that  history  to  be  dynamic  must 

202 


function  in  the  present.  If  the  pupil  is  to  be  adjusted  to  his  environ- 
ment, he  must  be  acquainted  with  the  movements,  tendencies,  and 
problems  of  the  present. 

2.  Only  a  year's  course  should  be  offered  in  Ancient  and  Medi- 
eval Civilization. 

Too  much  stress  has  been  placed  upon  the  remote  period  of  world 
civilization.  Too  many  non-essentials  have  been  introduced.  Petty 
and  worthless  details  and  "dead"  matter  should  be  eliminated.  "Only 
those  facts,  conditions,  theories,  and  activities  that  contribute  rather 
directly  to  the  appreciation  of  methods  of  human  betterment  should 
have  a  claim." 

3.  At  least  one  year's  work  should  be  offered  in  Modern  and 
Contemporary  World  Civilization. 

In  view  of  the  world  conflict  that  is  now  waging,  and  the  part  that 
our  nation  is  playing  in  world  affairs,  we  believe  that  greater  emphasis 
should  be  placed  upon  modern  nations,  modern  governments  and 
institutions,  modern  peoples  and  their  peculiarly  characteristic  mental 
attitudes.  Moreover,  the  future  must  be  considered.  Our  nation  is 
assuming  more  and  more  an  important  place  in  the  councils  of  the  world. 
In  fact,  in  many  respects,  it  is  leading  the  world.  Not  only  must  our 
pupils  understand  the  background  of  existing  world  institutions,  but 
also,  they  must  be  prepared  to  assist  in  the  solution  of  the  world  prob- 
lems of  the  future. 

4.  A  year's  work  should  be  offered  in  American  History. 

There  are  many  domestic  and  national  problems  as  well  as  world 
problems.  If  the  difficulties  our  nation  has  experienced  in  the  last  few 
years,  with  alien  people  within  its  bounds  and  with  individuals  pre- 
sumed to  be  American,  are  to  be  solved,  and  if  the  problems  of  recon- 
struction within  our  nation  are  to  be  faced  intelligently,  there  must 
be  more  definite  and  positive  teaching  of  American  ideals,  American 
patriotism  and  the  duties  and  responsibilities  of  American  citizenship. 

Our  course  in  American  History  and  Government  as  it  is  now  offered 
is  very  faulty.  If  American  History  is  fully  covered,  then  Civics  is 
almost  totally  ignored.  Conditions  to-day  show  conclusively  that  we 
cannot  afford  to  ignore  either  American  History  or  Civics.  Therefore, 
we  offer  a  one  year  course  in  American  History  and  an  additional  half- 
year  course  in  Civics. 

5.  A  half-year  course  in  Advanced   Civics,  and  a   half-year 
course  in  Social  Problems  should  be  offered. 

203 


These  courses,  with  Economics,  give  opportunity  for  a  direct  study 
of  the  important  political,  economic  and  social  problems  of  American 
Democracy.  Attention  and  emphasis  should  be  upon  the  elements  of 
community  and  national  welfare,  rather  than  the  machinery  of  govern- 
ment or  theories.  As  each  pupil  is  a  potential  voter,  these  courses 
should  do  much  to  give  that  knowledge  and  training  and  attitude  of 
mind,  which  will  enable  him  to  take  his  place  as  a  really  efficient  citizen 
of  our  democracy. 

6.    A  half-year  course  in  Civic  Problems  and  Vocational  Life 
should  be  offered  in  the  10th  year. 

Many  pupils  can  take  only  a  special  two  years'  course.  These  pupils 
are  unable  to  make  a  detailed  study  of  American  institutions  and  the 
very  important  political,  economic,  and  social  problems  of  American 
democracy,  that  are  offered  in  courses  in  the  llth  and  12th  grades.  Yet 
these  pupils  are  potential  voters  and  are  important  factors  in  shaping 
the  American  commonwealth.  For  all  students  of  special  two  year 
courses  we  offer  this  course. 

The  committee,  acting  in  conjunction  with  the  entire  history  teach- 
ing force  of  the  Oakland  high  schools,  recommends  the  adoption  of 
the  following  as  the  basic  course  in  Social  Studies  in  the  Oakland  high 
schools : 

COURSES  IN  HISTORY  (9th  to  12th  Years.) 

History  91:    Early  European  Civilization  to  about  325  A.  D.  with  em- 
phasis on: 

a.  Pre-historic  man  and  how  we  know  about  him. 

b.  The  evolution  of  civilization  from  savagery. 

c.  The  development  of  a  high  civilization  in  the  Nile  Valley. 

d.  The  transmission  of  this  civilization  to  the  northeastern 
Mediterranean. 

e.  The  development  of  man's  efforts  to  explain  his  environ- 
ment as  seen  in  early  science,  philosophy  and  religion. 

f.  The  origin  of  the  idea  of  the  imperial  state;  the  divine  right 
of  kings  and  its  transmission  to  Europe. 

g.  The  world  empire  of  the  Romans  with  emphasis  on  gov- 
ernmental and  legal   institutions  and   the   conception   of 
Roman  citizenship. 

h.    Specimens  of  literature  showing  the  intellectual  develop" 
ment  of.  early  peoples. 

204 


History  92:    Medieval  and  Early  Modern  European  Civilization,  from 
about  325  to  about  1648,  with  emphasis  on: 

a.  The  rise  and  development  of  the  Christian  Church. 

b.  The  rise  and  spread  of  Islam. 

c.  The  conflict  of  the  Orient  and  the  Occident. 

d.  The  development  of  nationalities  and  national  languages 
and  national  literatures. 

e.  The  conflict  between  the  ambitions  of  the  monarchs  and 
the  idea  of  world  sway  held  by  the  Popes. 

f.  The  revival  of  learning,  medieval  art,  architecture,  and 
letters. 

g.  The  great  westward  movement,   geographical  discovery, 
and  colonization. 

History  101 :   Modern  European  and  Early  American  Civilization  from 
about  1648  to  about  1815,  with  emphasis  on: 

1.    The  development  of  civil  liberty  in  Europe  and  America. 

a.  Struggle  for  freedom  of  religion. 

b.  The  development  of  trial  by  jury. 

c.  The  fight  for  the  principle  of  representation  in  taxation. 

d.  The  development  of  habeas  corpus. 

e.  Invention  of  printing  and  development  of  a  free  press. 

f.  Right  of  petition. 

g.  Right  of  assembly. 

History  102:    19th  Century  and  Contemporary  Civilization  from  1815 
to  the  present  time,  with  emphasis  on: 

a.  The  industrial  revolution. 

b.  The  development  of  modern  nations. 

c.  The  development  of  international  trade. 

d.  The  growth  of  the  middle  class  in  importance. 

e.  The  trend  towards  democratic  government. 

f .  The  causes  of  the  Great  War. 

205 


History  111:    The  Development  of  the  American  Nation  to  1815,  with 
emphasis  on: 

a.  The  European  background  of  American  History. 

b.  The  conflict  of  European  nations  for  control  in  the  new 
world. 

c.  A  comparison  of  the  colonial  policies  of  the  different  nations. 

d.  The  development  of  democratic  institutions  in  the  colonies. 

e.  The  clash  of  American  ideals  with  the  Hanoverian. 

f.  How  the  American  Government  was  formed. 

g.  The  political  and  industrial  revolution  (1800-1815). 

History  112:  The  Development  of  the  American  Nation  from  1915  to 
the  present,  with  emphasis  on: 

a.  The  beginning  of  commercial  independence. 

b.  The  development  of  American  national  feeling  in  the  Mis- 
sissippi Valley  especially. 

c.  The  democracy  of  the  West  and  its  effect  on  the  East. 

d.  The  development  of  a  free  labor  conscience  and  its  opposi- 
tion to  slavery. 

e.  The  development  of  an  American  literature. 

f.  The  extension  of  free  education. 

g.  The  problems  of  concentration  and  integration  of  industry, 
h.    The  entrance  of  the  United  States  into  world  affairs. 

COURSES  IN  CIVICS,  ECONOMICS  AND  SOCIOLOGY. 
(10th  to  12th  Years.) 

Civics  101:  Civic  Problems  and  Community  Life. 

a.  A  consideration  of  the  problems  of  a  local  community  having  in 
view : 

1.  Better  community  health. 

2.  A  more  attractive  city. 

3.  Better  opportunities  for  education. 

4.  Better  recreational  facilities. 

b.  A  consideration  of  the  division  and  specialization  of  labor, 
stressing : 

1.  The  difficulty  of  working  for  one's  self  in  the  old  sense. 

2.  The  dependence  of  man  on  man. 

206 


3.  The  need  for  capital  in  industry. 

4.  The  use  and  abuses  of  organizations  of  capitalists  and 
laborers. 

5.  Analysis  of  the  service  rendered  to  the  community  by  cer- 
tain vocations. 

Civics  121:  Advanced  Civics,  with  emphasis  on: 

a.  The  citizen  and  society. 

b.  The  government  and  the  citizen. 

c.  The  political,  economic,  and  social  problems  of  American 
democracy. 

Economics  111:  A  general  survey  of  the  economic  field  with  a  view  of 
giving  the  pupil  a  cross-section  of  how  men  make  their  living  by 
serving  their  fellowmen. 

Economics  112:  The  practical  problems  in  Economics  including  a  survey 
of  the  economics  of  railways,  markets  (particularly  wholesale 
produce,  stock,  and  bond),  banking,  insurance,  taxation,  foreign 
exchange,  international  trade  and  tariff,  and  such  economic  reform 
programs  as  advocated  by  the  Progressive  Party,  the  Socialists, 
and  the  Syndicalists. 

Social  Problems  122 :  A  survey  of  such  social  problems  as  immigration, 
labor  organizations,  female  and  child  labor,  unemployment,  de- 
fectives, (blind,  deaf,  feeble-minded,  insane,  criminals),  develop- 
ment and  organization  of  the  family  (including  divorce  problems), 
poverty,  liquor  question,  safety  movements,  etc. 
Pre-requisite :  Economics  111  or  Civics  121. 

To  be  required  in  various  courses: 

1.  For  two  year  vocational  pupils — Civics  101. 

2.  For  four  year  vocational  students — History   112,   Civics 
121,  Economics  111,  and  Economics  112. 

3.  For   four   year   pupils   in   general   courses — History    112, 
Civics  121,  and  any  two  regular  half  year  courses,  above 
the  9th  year. 

4.  For  college  preparatory  pupils — History  112,  Civics,  121, 
and  any  two  regular  half  year  courses  above  the  9th  year. 
(Those  taking  the  Engineering  Course  are  required  to  take 
only  History  112  and  Civics  121.) 

207 


The  committee,  acting  in  conjunction  with  the  entire  history  teach- 
ing force  of  the  Oakland  high  schools,  recommends  the  adoption  of  the 
following  text-books. 

For   Early  European   Civilization: 

Webster,  "Early  European    Hist<  /y,"  publishers,  D.  C.  Heath 
&Co. 

For  Modern  and  Contemporary  Civilization: 
No  recommendations  at  the  present  time. 

For  American  History: 

Forman,  "  Advanced  American  History,"  publishers,  The  Cen- 
tury Co. 

For  Advanced  Civics: 

Ashly,  "The  New  Civics,"  publishers,  MacMillan  Company. 
Sutton,    "Civil    Government    in    California,"    publishers,   The 
American  Book  Company. 

For  Civic  Problems  and  Vocational  Life  : 

Hughes,  "Community  Civics,"  publishers  Allyn  and  Bacon. 

For  Social   Problems: 

Towne,  "Social  Problems,"  publisher,  The  MacMillan  Company. 

For  Economics: 

Recommendation  for  no  adoption  and  no  change. 

In  conclusion,  the  Committee  wishes  to  state  that  its  future  purpose 
is  to  arrange  for  sub-committees,  to  be  drawn  from  this  department, 
to  elaborate  the  courses  outlined  above,  in  accordance  with  the  prin- 
ciples of  socialization  and  adaptation  mentioned  throughout  this  report. 

Roy  T.  GRANGE  K,  Chairman, 

Oakland  High  School. 
ELLA  J.  O'CONNELL, 

Fremont  High  School. 
ANNA  KEEFE, 

Technical  High  Schools. 
EDNA  H.  STONE, 

University  High  School. 

COMMITTEE. 


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